Skip to main content
Article
Licensed
Unlicensed Requires Authentication

Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)

  • Talha Memon is working as a lecturer at Thar Institute of Engineering, Science and Technology, Mithi Campus, Sindh Pakistan. He holds masters in English Linguistics from Pakistan. He also serves as a freelance writer. His areas of interest include critical theory, textbooks and ideology and critical strands in technology-integrated language learning.

         and

    Waqar Ali Shah is presently a doctoral researcher at the Center for Applied language Studies (CALS), University of Jyvaskyla, Finland. His areas of research interests include Applied Linguistics, critical discourse studies, and decolonial and southern scholarship. Professionally, he works as a lecturer at the center for English language and literature, Mehran University of Engineering and Technology, Jamshoro Sindh Pakistan. In addition, he has also been a visiting fellow at Georg Eckert Institute (GEI) for International Textbook Research, Braunschweig Germany, University of Valencia (UV), Spain and Penn State (USA). He has published his work in several top-tier journals, including TESOL Quarterly, Critical Discourse Studies, Pedagogy, Culture and Society, Language, Culture and Curriculum, Linguistics and Education, Accountability in Research and Learning, Culture and Social Interaction.

    ORCID logo EMAIL logo
Published/Copyright: October 14, 2024
Become an author with De Gruyter Brill
Submit Manuscript Author Information
Educational Linguistics
From the journal Educational Linguistics Volume 3 Issue 2

Abstract

Universities, once regarded as places for producing organic intellectuals and critical thinkers, now are targets of neoliberalism, where managerialist discourses and lexis are dominant in various forms. Students and teachers are transformed into entrepreneurs, consumers and customers through such discourse and lexis. As a neoliberal variant used in education today, outcome-based education (OBE) – focus of the present study – can be viewed as one such discursive attempt on the part of the universities with an aim to perpetuate neoliberal market rationality. Through in-depth semi-structured interviews with teachers at engineering universities in Pakistan, this study examines OBE-driven ELT pedagogy using Gramsci’s hegemony as a theoretical framework. We aimed to understand how OBE-based ELT tends to transform teachers’ subjectivities into neoliberal ‘selves’, the way it impacts pedagogy and learning of the English language, and how these subjectivities are resisted. It appears that OBE-based ELT circulates market logics in the ELT pedagogy and learning by viewing English language as a skill/commodity. Student learning and teachers’ pedagogical performance indicators are based on achievement of specific outcomes. Some teachers, however, argue that OBE-led ELT deprives them of their pedagogical experiences, freedom, and conceptualizations appropriate for their pedagogical approach. We therefore advocate de-centering and deconstructing neoliberal logics in pedagogy and suggest pedagogy of becoming, critical/dialogic language pedagogy and translanguaging as possible alternatives.

Keywords: neoliberalism; outcome-based education (OBE); ELT; skills; hegemony
Corresponding author: Waqar Ali Shah, Center for Applied Language Studies, University of Jyvaskyla, Jyvaskyla, Finland; and Center of English Language and Linguistics, Mehran University of Engineering and Technology, Sindh, Pakistan, E-mail:

About the authors

Talha Memon

Talha Memon is working as a lecturer at Thar Institute of Engineering, Science and Technology, Mithi Campus, Sindh Pakistan. He holds masters in English Linguistics from Pakistan. He also serves as a freelance writer. His areas of interest include critical theory, textbooks and ideology and critical strands in technology-integrated language learning.

Waqar Ali Shah

Waqar Ali Shah is presently a doctoral researcher at the Center for Applied language Studies (CALS), University of Jyvaskyla, Finland. His areas of research interests include Applied Linguistics, critical discourse studies, and decolonial and southern scholarship. Professionally, he works as a lecturer at the center for English language and literature, Mehran University of Engineering and Technology, Jamshoro Sindh Pakistan. In addition, he has also been a visiting fellow at Georg Eckert Institute (GEI) for International Textbook Research, Braunschweig Germany, University of Valencia (UV), Spain and Penn State (USA). He has published his work in several top-tier journals, including TESOL Quarterly, Critical Discourse Studies, Pedagogy, Culture and Society, Language, Culture and Curriculum, Linguistics and Education, Accountability in Research and Learning, Culture and Social Interaction.

  1. Research funding: We have received no funding for this publication.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Informed consent was obtained from all individuals included in this study.

  5. Ethical approval: The local Institutional Review Board deemed the study exempt from review.

Appendix 1: OBE-based functional English course

CLO No. Description Taxonomy level Linking to PLOs
CLO-1 The students will be able to write varied contents including official letters, e-mails, and applications and summarize the texts using appropriate grammatical mechanisms and cohesive devices, demonstrate their skills using English language to express their point of view, show arguments and deliver a presentation in a real-life situation. C2 PLO-10
CLO-2 The students will be able to apply skimming, scanning and detailed reading and listening strategies to understand gist of the text/conversation. C3 PLO-2

Appendix 2: OBE-based technical and scientific writing course

CLO No. Description Taxonomy level Linking to PLOs
CLO-1 Analyze and develop the content and structure of various technical and academic research documents e.g., dissertations, research papers or articles, proceeding papers and research review papers. C-2 PLO-2/10
CLO-2 Write proposals, elements and types of different proposals along with technical manuals and SOPs. C-3 PLO-10

Appendix 3: OBE-based communication skills course

CLO No. Description Taxonomy level Linking to PLOs
CLO-1 Draft varied texts including formal letters, CV, cover letter for jobs, and Short technical reports using mechanisms of academic writing integrated with paraphrasing and summarizing techniques. C-3 PLO-10
CLO-2 Understand, interpret and infer the texts critically and apply the knowledge in real life situations by participating in public speaking acts and group discussions. C-2 PLO-9/10

Appendix 4: Interview questions

  1. What language courses/subjects are you currently teaching?

  2. How long have you taught these courses?

  3. When did you start following OBE in your courses? Why do you need to follow OBE in English language courses?

  4. Is there any change you feel in your teaching before and after following OBE? (before and after phases – how did you teach English courses before and what are your experiences in relation to your teaching and learning of students and how do you relate these now when you have implemented OBE)

  5. How does OBE influence or facilitate your teaching English courses? (do you think it impacts your teaching practices positively or negatively?)

  6. As a language teacher, do you think the expectations of institutes/universities from language teachers have changed after implementation of OBE?

  7. What’s your opinion about these market oriented/driven language proficiency and communication demands?

  8. How do you see OBE’s connection or implementation in language teaching or learning processes?

  9. What are your views about this shift in education which is completely skill based?

  10. How do language students in classes respond to OBE-oriented language teaching plans and assessments? Does it help them acquire the required language proficiency?

  11. Overall, what is teaching for you?

  12. Do you think OBE can influence the essence of learning? If so, how?

  13. Anything else you would like to comment or share relating to your teaching, OBE and students.

Appendix 5: Codes and themes

Themes Codes Exemplary quotes
OBE Top-down project ‘Our university has implemented it 3 years ago’
A new system ‘Teachers are struggling with OBE as a new system’
Accreditation ‘Expert from PEC as an accreditation body ensures its implementation’
Market rationality Market logics in learning ‘Students must be prepared to meet the job market demands.’
Education as a skill ‘We need education for developing our 21st century skills.’
Business-related courses ‘The university offers courses like organizational behavior entrepreneurship’
Management lexis ‘There is an increasing use of words in our academia like outcomes, entrepreneurship, skills, attitudes etc.’
Communication as a skill ‘We teach communication as a soft skill’
Language as a skill ‘We teach both productive and receptive skills of English’
Negating indigenous communication ‘Our course still includes letter writing which is outdated’
Compliance with outcomes ‘Our teaching has improved because of our focus on outcomes’
Learning reduced to skills ‘Student learning is measured in terms of achievement of CLOs and PLOs’
Management discourses ‘Our universities help engineering students become entrepreneurs and managers besides helping them excel in their own subject knowledge and technical expertise.’
Interpellation Interpellating teachers ‘It is not that we just submit the outcome progress report in the forms of files and documents, but that is also verified by the department heads.’
Interpellating learners ‘Students follow these outcome-based course outlines. They are often under fear to fail these outcomes’
Interpellating university heads ‘There is a complete system where from university vice chancellors to deans and heads, teachers and students all follow what is recommended by PEC’
Pedagogy as a skill Practical teaching ‘Our students now ask: ‘why are we still taught theories? We need practical teaching’
Quantifying learning ‘Today universities measure our teaching success in the form how far we have helped students achieve set goals. Our reports, graphs, tables and numbers define our effective teaching’
Countering market rationality Problematizing OBE ‘I think OBE leaves no space for teachers to think according to their own experiences’
Problematizing outcome ‘Goals are negotiable. It is between teachers and students to decide how learning can be done in class’
Language as a resource ‘Language is more than a skill. Languages define who we are’
Different learners With OBE, many teachers ignore learner diversity in terms of needs, interests and abilities. They have their own linguistic, cultural and academic experiences’
Increased workload ‘I get frustrated sometimes because of wasting time in preparing course files with so many pages and reports’
Life-long exploitation ‘In terms of Korean thinker, it is not life-long learning but life-long exploitation’
Living life ‘In one training we were taught how to manage life instead of how to live it’
Teacher’s lost freedom ‘Since I have followed OBE, I believe I am more into disciplining myself and my students’
Education in document ‘What counts more important is what we provide in documents – course folder for each subject’

References

Ali, Md. Maksud, M. Obaidul Hamid, Ian Hardy & M. Adil Khan. 2023. Problematizing human capital development in English language education in Bangladesh. Comparative Education Review 67(2). 420–442. https://doi.org/10.1086/724029.Search in Google Scholar

Ali, Md. Maksud & M. Obaidul Hamid. 2022. Neoliberalism shaping English language teaching in Bangladesh: A critical examination. In Ali Jalalian Daghigh, Jariah M. Jan & Sheena Kaur (eds.), Neoliberalization of English language policy in the Global South, 35–50. Switzerland: Springer International Publishing.10.1007/978-3-030-92353-2_3Search in Google Scholar

Auerbach, Elsa. R. 1995. The politics of the ESL classroom: Issues of power in pedagogical choices. In Tollefson (ed.), Power and inequality in language education, 9–33. Cambridge University Press.Search in Google Scholar

Andrich, David. 2002. Implications and applications of modern test theory in the context of outcomes-based education. Studies in Educational Evaluation 28(2). 103–121. https://doi.org/10.1016/s0191-491x(02)00015-9.Search in Google Scholar

Ali, Rukhsana & Rauha Salam-Salmaoui. 2024. Constructing the ‘New Worker-Self’: Discursive strategies in ‘English works!’ Program brochures within the Pakistani education system. Linguistics and Education 80. 101289. https://doi.org/10.1016/j.linged.2024.101289.Search in Google Scholar

Althusser, Louis. 1971. Ideology and ideological state apparatuses. Available at: https://www.marxists.org/reference/archive/althusser/1970/ideology.htm.Search in Google Scholar

Anjum, Sarwat & Waqar ShahAli. 2024. Negotiating local linguistic and epistemic realities through critical language pedagogy (CLP) in Pakistan. Pedagogy, Culture and Society: Early View 1–22. https://doi.org/10.1080/14681366.2024.2367625.Search in Google Scholar

Apple, Michael W. 1979. What correspondence theories of the hidden curriculum miss. The Review of Education/Pedagogy/Cultural Studies 5(2). 101–112. https://doi.org/10.1080/.10.1080/0098559790050204Search in Google Scholar

Barnawi, Osman. 2018. Neoliberalism and English language education policies in the Arabian Gulf region. London: Routledge.10.4324/9781315276717Search in Google Scholar

Bansal, Srividya, Ashraf Gaffar & Odesma Dalrymple. 2015. Building faculty expertise in outcome-based education curriculum design. IEEE Frontiers in Education Conference (FIE). 1–8. https://doi.org/10.1109/fie.2015.7344100.Search in Google Scholar

Bates, Thomas R. 1975. Gramsci and the theory of hegemony. Journal of the History of Ideas 36(2). 351–366. https://doi.org/10.2307/2708933.Search in Google Scholar

Ball, StephenJ. 2003. The teacher’s soul and the terrors of performativity. Journal of Education Policy 18(2). 215–228. https://doi.org/10.1080/0268093022000043065.Search in Google Scholar

Ball, Stephen J. 2012. Show me the money! Neoliberalism at work in education. Forum 54(1). 23–28. https://doi.org/10.2304/forum.2012.54.1.23.Search in Google Scholar

Ball, StephenJ. 2017. Foucault as educator. Switzerland: Springer.10.1007/978-3-319-50302-8Search in Google Scholar

Ben-Avie, Jochai. 2024–. Don’t let AI become the newest digital divide. https://www.cfr.org/blog/dont-let-ai-become-newest-digital-divide (accessed 18 January 2024).Search in Google Scholar

Braun, Virginia & Victoria Clarke. 2019. Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health 11(4). 589–597. https://doi.org/10.1080/2159676x.2019.1628806.Search in Google Scholar

Braun, Virgina & Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101. https://doi.org/10.1191/1478088706qp063oa.Search in Google Scholar

Block, David. 2018. Some thoughts on education and the discourse of global neoliberalism. Language and Intercultural Communication 18(5). 576–584. https://doi.org/10.1080/14708477.2018.1501851.Search in Google Scholar

Block, David, John Gray & Marnie Holborow. 2012. Neoliberalism and applied linguistics, 1–13. London: Routledge.10.4324/9780203128121Search in Google Scholar

Block, David & John Gray. 2016. ‘Just go away and do it and you get marks’: The degradation of language teaching in neoliberal times. Journal of Multilingual and Multicultural Development 37(5). 481–494. https://doi.org/10.1080/01434632.2015.1071826.Search in Google Scholar

Bhaskar, Roy. 2016. Enlightened common sense: The philosophy of critical realism. London: Routledge.10.4324/9781315542942Search in Google Scholar

Bruzos, Alberto. 2023. Can language be commodified? Toward a Marxist theory of language commodification. Critical Inquiry in Language Studies 20(2). 150–178. https://doi.org/10.1080/15427587.2022.2102012.Search in Google Scholar

Bryman, Alan. 2012. Social research methods. Oxford/New York: Oxford University Press.Search in Google Scholar

Byrne, David. 2022. A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & quantity 56(3). 1391–1412. https://doi.org/10.1007/s11135-021-01182-y.Search in Google Scholar

Bori, Paul. 2018. Language textbooks in the era of neoliberalism. London: Routledge.10.4324/9781315405544Search in Google Scholar

Bori, Pau & Germán Canale. 2021. Neoliberal foreign language education: the search for alternatives. Critical Inquiry in Language Studies 19(4). 307–316. https://doi.org/10.1080/15427587.2022.2090362.Search in Google Scholar

Bori, Paul. & Germán Canale. 2022. Neoliberal foreign language education: The search for alternatives. Critical Inquiry in Language Studies 19(4). 307–316. https://doi.org/10.1080/15427587.2022.2090362.Search in Google Scholar

Bourdieu, Pierre & Loïc Wacquant. 2001. Neoliberal newspeak: Notes on the new planetary vulgate. Available at: https://www.radicalphilosophy.com/commentary/newliberalspeak.Search in Google Scholar

Cogo, Alessia. 2023. Introduction to the special section on critical pedagogy. ELT Journal 77(2). 131. https://doi.org/10.1093/elt/ccad021.Search in Google Scholar

Cook, Guy. 2012. British applied linguistics: Impacts of and impacts on. Applied Linguistics Review 3(1). 25–45. https://doi.org/10.1515/applirev-2012-0002.Search in Google Scholar

Chun, Christian. 2009. Contesting neoliberal discourses in EAP: Critical praxis in an IEP classroom. Journal of English for Academic Purposes 8(2). 111–120. https://doi.org/10.1016/j.jeap.2008.09.005.Search in Google Scholar

Canagarajah, Suresh. 2017. Translingual practices and neoliberal policies, 1–66. Switzerland: Springer International Publishing.10.1007/978-3-319-41243-6_1Search in Google Scholar

Canagarajah, Suresh. 2023. Decolonization as pedagogy: A praxis of ‘becoming. ELT Journal 77(3). 283–293. https://doi.org/10.1093/elt/ccad017.Search in Google Scholar

De Costa, Peter I., Joseph Sung-Yul Park & Lionel Wee. 2021. Why linguistic entrepreneurship? Multilingua 40(2). 139–153. https://doi.org/10.1515/multi-2020-0037.Search in Google Scholar

Crookes, GrahamV. 2022. Critical language pedagogy. Language Teaching 55(1). 46–63. https://doi.org/10.1017/S0261444820000609.Search in Google Scholar

Daghigh, Ali Jalalian, Jariah M. Jan & Sheena Kaur (eds.). 2022. Neoliberalization of English language policy in the Global South. Switzerland: Springer International Publishing.10.1007/978-3-030-92353-2Search in Google Scholar

Foucault, Michel. 1979. Discipline and punish: The birth of the prison. Vintage.Search in Google Scholar

Foucault, Michel. 2008. The birth of biopolitics: Lectures at the Collège de France, 1978–9. New York: Palgrave MacMillan.Search in Google Scholar

Ford, Derek R. 2021. Marxism, pedagogy, and the general intellect. Switzerland: Springer.10.1007/978-3-030-83834-8Search in Google Scholar

Flubacher, Mi-Cha & Alfonso Del Percio. 2017. Language, education, and neoliberalism: Critical studies in sociolinguistics. Bristol: Multilingual Matters.10.21832/9781783098699Search in Google Scholar

Flores, Nelson. 2013. The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. Tesol Quarterly 47(3). 500–520. https://doi.org/10.1002/tesq.114.Search in Google Scholar

Frieri, Paulo. 2005. Pedagogy of the oppressed. London/New York: Continuum.Search in Google Scholar

Fumagalli, Andrea. 2011. Twenty theses on contemporary capitalism (cognitive Biocapitalism). Angelaki 16(3). 7–17. https://doi.org/10.1080/0969725X.2011.626555.Search in Google Scholar

Giroux, Henry. 1988. Schooling and the struggle for public life. Minneapolis, MN: University of Minnesota Press.Search in Google Scholar

Gramsci, Antonio. 1971. Selections from the prison notebooks. New York: ElecBook.Search in Google Scholar

Gray, John. 2010. The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks. Applied Linguistics 31(5). 714–733. https://doi.org/10.1093/applin/amq034.Search in Google Scholar

Gray, John, John P. O’Regan & Catherine Wallace. 2018. Education and the discourse of global neoliberalism. Language and Intercultural Communication 18(5). 471–477. https://doi.org/10.1080/14708477.2018.1501842.Search in Google Scholar

Haidar, Sham, Sumayyah Malik & Samiullah. 2022. Neoliberalism, Globalisation and Englishism: Exploring ideological assumptions attached with the English language in Pakistan. In Ali Jalalian Daghigh, Jariah M. Jan & Sheena Kaur (eds.), Neoliberalization of English language policy in the Global South, 195–213. Switzerland: Springer International Publishing.10.1007/978-3-030-92353-2_12Search in Google Scholar

Harvey, David. 2005. A brief history of neoliberalism. Oxford: Oxford University Press.10.1093/oso/9780199283262.001.0001Search in Google Scholar

Harvey, David. 2010. The enigma of capital: And the crises of capitalism. London: Profile Books.Search in Google Scholar

Heller, Monica. 2010. The commodification of language. Annual Review of Anthropology 39. 101–114. https://doi.org/10.1146/annurev.anthro.012809.104951.Search in Google Scholar

Holborow, Marnie. 2013. Applied linguistics in the neoliberal university: Ideological keywords and social agency. Applied Linguistics Review 4(2). 229–257. https://doi.org/10.1515/applirev-2013-0011.Search in Google Scholar

Holborow, Marnie. 2018. Language, commodification and labor: The relevance of Marx. Language Sciences 70. 58–67. https://doi.org/10.1016/j.langsci.2018.02.002.Search in Google Scholar

Kubota, Ryuko. 2016. The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics 37(4). 474–494. https://doi.org/10.1093/applin/amu045.Search in Google Scholar

Kulkarani, Pravin G. & Ami R. Barot. 2019. Attainment of course outcomes and program outcomes: A case study in an engineering course. International Journal of Science Technology & Engineering 5(8). 40–45.Search in Google Scholar

Kumaravadivelu, B. 2016. The decolonial option in English teaching: Can the subaltern act? Tesol Quarterly 50(1). 66–85. https://doi.org/10.1002/tesq.202.Search in Google Scholar

Littlejohn, Andrew. 2022. Dialogue and neoliberalism: Alternative conceptions for the second language classroom. Critical Inquiry in Language Studies 19(4). 317–335. https://doi.org/10.1080/15427587.2022.2147071.Search in Google Scholar

Mbembe, Achille Joseph. 2016. Decolonizing the university: New directions. Arts and Humanities in Higher Education 15(1). 29–45. https://doi.org/10.1177/1474022215618513.Search in Google Scholar

Macedo, Donaldo. 2019. Decolonizing foreign language education. In The misteaching of English and other colonial languages New York: Routledge. https://doi.org/10.4324/9780429453113.Search in Google Scholar

Mautner, Gerlinde. 2005. The entrepreneurial university: A discursive profile of a higher education buzzword. Critical Discourse Studies 2(2). 95–120. https://doi.org/10.1080/17405900500283540.Search in Google Scholar

Mokhtar, M. & W. A. Wan Adnan. 2017. Students’ perception on assessment for learning in outcome-based education curriculum: A case study in the optical communication course. In 2017 7th World Engineering Education Forum (WEEF), 553–557. IEEE.10.1109/WEEF.2017.8467020Search in Google Scholar

Mayo, Peter. 2010. Gramsci and educational thought. New Jersey: Wiley-Blackwell.10.1002/9781444324006Search in Google Scholar

Mayo, Peter. 2015. Hegemony and education under neoliberalism: Insights from Gramsci. New York: Routledge.10.4324/9780203069219Search in Google Scholar

Manan, Syed Abdul. 2021. ‘English is like a credit card’: The workings of neoliberal governmentality in English learning in Pakistan. Journal of Multilingual and Multicultural Development 45(4). 987–1003. https://doi.org/10.1080/01434632.2021.1931251.Search in Google Scholar

Manan, Syed Abdul & Khadija Tul-Kubra. 2022. Reclaiming the indigenous knowledge (s): English curriculum through ‘Decoloniality’ lens. Journal of Multicultural Discourses 17(1). 78–100. https://doi.org/10.1080/17447143.2022.2085731.Search in Google Scholar

Manan, Syed Abdul, Sham Haidar & Rooh U. I. Amin. 2023. Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan. Language and Education 37(1). 88–104. https://doi.org/10.1080/09500782.2021.1955917.Search in Google Scholar

Manan, Syed Abdul, Liaquat Ali Channa, Maya Khemlani David & Muhammad Amin. 2021. Negotiating English-only gatekeepers: Teachers’ agency through a public sphere lens. Current Issues in Language Planning 22(3). 290–307. https://doi.org/10.1080/14664208.2020.1839219.Search in Google Scholar

O’Regan, John P. 2021. Global English and political economy. London: Routledge.10.4324/9781315749334Search in Google Scholar

O’Regan, John P. & John Gray. 2018. The bureaucratic distortion of academic work: A transdisciplinary analysis of the UK research excellence framework in the age of neoliberalism. Language and Intercultural Communication 18(5). 533–548. https://doi.org/10.1080/14708477.2018.1501847.Search in Google Scholar

Nizamani, Asma & Waqar ShahAli. 2022. Textbooks as ‘Neoliberal artifacts’: A critical study of knowledge-making in ELT industry. Critical Discourse Studies 21(3). 361–378. https://doi.org/10.1080/17405904.2022.2160364.Search in Google Scholar

Oliver, Paul & Victor Jupp. 2006. Purposive sampling. In Victor Jupp (ed.), The SAGE dictionary of social research methods, 244–245. London/Thousand Oaks/New Delhi: Sage.Search in Google Scholar

Peters, Michael. 2004. Lyotard, Marxism and education: The problem of knowledge capitalism. In James D. Marashall (ed.), Poststructuralism, philosophy, pedagogy, 43–56. Switzerland: Springer.10.1007/1-4020-2602-1_3Search in Google Scholar

Pennycook, Alastair. 2021. Critical applied linguistics: A critical re-introduction. Abingdon: Routledge.10.4324/9781003090571Search in Google Scholar

Rahman, Tariq. 2005. Passports to privilege: The English-medium schools in Pakistan. Peace and Democracy in South Asia, 1(1). 24–44.Search in Google Scholar

R’boul, Hamza. 2022. ELT in Morocco: Postcolonial struggles, linguistic imperialism and neoliberal tendencies. In Ali Jalalian Daghigh, Jariah M. Jan & Sheena Kaur (eds.), Neoliberalization of English language policy in the Global South, 73–88. Switzerland: Springer International Publishing.10.1007/978-3-030-92353-2_5Search in Google Scholar

Romero, Gloria. 2022. The neoliberal blow to English Language teaching: Deconstructing the teacher academy program in Chile. In Ali Jalalian Daghigh, Jariah M. Jan & Sheena Kaur (eds.), Neoliberalization of English language policy in the Global South, 15–34. Switzerland: Springer International Publishing.10.1007/978-3-030-92353-2_2Search in Google Scholar

Roda, Allison. 2017. ‘More [Time] is better or less is more?’ Neoliberal influences on teaching and learning time. Journal of Education Policy 32(3). 303–321. https://doi.org/10.1080/02680939.2016.1255917.Search in Google Scholar

Schiller, Daniel. 2000. Digital capitalism: Networking the global market system. Massachusetts: MIT Press.10.7551/mitpress/2415.001.0001Search in Google Scholar

Sembiante, Sabrina F. & Zhongfeng Tian. 2023. Translanguaging: A pedagogy of heteroglossic hope. International Journal of Bilingual Education and Bilingualism 26(8). 919–923. https://doi.org/10.1080/13670050.2023.2212835.Search in Google Scholar

Shah, Waqar Ali. 2023. Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy. Learning, Culture and Social Interaction 43. 1–14. https://doi.org/10.1016/j.lcsi.2023.100772.Search in Google Scholar

Shah, Waqar Ali & Asad Lashari. 2023. Regimes of patriarchy and faith: Reflections on challenges in interviewing women and religious minorities in Pakistan. Qualitative Research Journal 23(5). 471–484. https://doi.org/10.1108/QRJ-02-2023-0018.Search in Google Scholar

Shah, Waqar Ali, Hajra Y. Pardesi & Talha Memon. 2023. Neoliberalizing subjects through Global ELT programs. TESOL Quarterly 58(2). 693–725. https://doi.org/10.1002/tesq.3242.Search in Google Scholar

Shin, Hyunjung & Angela Csiki. 2021. Neoliberal language, outcome-based education, and youth-at-risk in rural Canada. In Mitja Sardoč (ed.), The impacts of neoliberal discourse and language in education, 175–190. New York: Routledge.10.4324/9780367815172-11Search in Google Scholar

Soto, Carlos & Miguel Pérez-Milans. 2018. Language, neoliberalism and the commodification of pedagogy. Language and Intercultural Communication 18(5). 490–506. https://doi.org/10.1080/14708477.2018.1501844.Search in Google Scholar

Shohamy, Elana. 2007. The power of language tests, the power of the English language and the role of ELT. In Jims Cummins & Chris Davidson (eds.), International handbook of English language teaching, 15, 521–531. Boston, MA: Springer.10.1007/978-0-387-46301-8_37Search in Google Scholar

Simpson, Leanne Betasamosake. 2014. Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society 3(3). 1–25.Search in Google Scholar

Syed, Hassan. 2022. “I make my students’ assignments bleed with red circles”: An autoethnography of translanguaging in higher education in Pakistan. Annual Review of Applied Linguistics 42. 119–126. https://doi.org/10.1017/S026719052100012X.Search in Google Scholar

Syed, Hassan. 2024. Unravelling the deficit ideologies in English language education in Pakistan. A decolonial perspective. TESOL Journal: Early View 1–13. https://doi.org/10.1002/tesj.828.Search in Google Scholar

Tollefson, James W. 1991. Planning language, planning inequality. New York 12.Search in Google Scholar

Todd, Alexa & Mark Mason. 2005. Enhancing learning in South African schools: Strategies beyond outcomes-based education. International Journal of Educational Development 25(3). 221–235. https://doi.org/10.1016/j.ijedudev.2004.08.003.Search in Google Scholar

Turner, Daniel. 2010. Qualitative interview design: A practical guide for novice investigators. The Qualitative Report 15(3). 754.Search in Google Scholar

Terjesen, Siri. 2022. Reducing higher education bureaucracy and reclaiming the entrepreneurial university. In Karl Wennberg & Christian Sandström (eds.), Questioning the entrepreneurial state. International studies in entrepreneurship. 111–132. Switzerland: Springer, Cham.10.1007/978-3-030-94273-1_7Search in Google Scholar

Urciuoli, Bonnie. 2008. Skills and selves in the new workplace. American Ethnologist 35(2). 211–228. https://doi.org/10.1111/j.1548-1425.2008.00031.x.Search in Google Scholar

Urciuoli, Bonnie. 2010. Neoliberal education: Preparing the student for the new workplace. In Carol J. Greenhouse (ed.), Ethnographies of neoliberalism. 162–176. Philadelphia: University of Pennsylvania Press.10.9783/9780812200010.162Search in Google Scholar

Wei, Li & Ofelia Garcia. 2022. Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC 53(2). 313–324. https://doi.org/10.1177/00336882221092841.Search in Google Scholar

Wien, Carol Anne & Curt Dudley-Marling. 1998. Limited vision: The Ontario curriculum and outcomes-based learning. Canadian Journal of Education 23(4). 405–420. https://doi.org/10.2307/1585755.Search in Google Scholar

Walsh, Catherine E. 2018. Decoloniality in/as Praxis. In W. D. Mignolo & C. E. Walsh (eds.), On decoloniality. Concepts, analytics, praxis, 15–102. Durham: Duke University Press.Search in Google Scholar

Yasmin, Musarat & Afifa Yasmeen. 2021. Viability of outcome-based education in teaching English as second language to chemical engineering learners. Education for Chemical Engineers 36. 100–106. https://doi.org/10.1016/j.ece.2021.04.005.Search in Google Scholar
Received: 2024-04-19
Accepted: 2024-09-16
Published Online: 2024-10-14
Published in Print: 2024-12-17

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. A raciolinguistic analysis of the impact of the English Language Proficiency Act on students labeled long-term English learners in Colorado
  4. Towards equitable multilingualism: promoting transdisciplinary, collaborative dialogue between English as a lingua franca and translingualism
  5. Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom
  6. Managing the change of prescriptivism in Hungary: adopting the models of change management to L1 education
  7. Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)
  8. Perspective
  9. Language assessment in EMI: unravelling the implicit-explicit dichotomy
  10. Commentary
  11. Reimagining educational linguistics: a post-competence perspective
  12. Book Review
  13. Anna Krulatz, Georgios Neokleous, and Anne Dahl: Theoretical and applied perspectives on teaching foreign languages in multilingual settings: pedagogical Implications
https://doi.org/10.1515/eduling-2024-0004
Keywords for this article
neoliberalism; outcome-based education (OBE); ELT; skills; hegemony

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. A raciolinguistic analysis of the impact of the English Language Proficiency Act on students labeled long-term English learners in Colorado
  4. Towards equitable multilingualism: promoting transdisciplinary, collaborative dialogue between English as a lingua franca and translingualism
  5. Hypothetical mistakes: hedging wrong answers with conditional language in initiation-response-evaluation (IRE) sequences in an American high school classroom
  6. Managing the change of prescriptivism in Hungary: adopting the models of change management to L1 education
  7. Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)
  8. Perspective
  9. Language assessment in EMI: unravelling the implicit-explicit dichotomy
  10. Commentary
  11. Reimagining educational linguistics: a post-competence perspective
  12. Book Review
  13. Anna Krulatz, Georgios Neokleous, and Anne Dahl: Theoretical and applied perspectives on teaching foreign languages in multilingual settings: pedagogical Implications
Downloaded on 28.4.2026 from https://www.degruyterbrill.com/document/doi/10.1515/eduling-2024-0004/html?lang=en
Scroll to top button