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212 LANGUAGE, VOLUME 75, NUMBER 1 (1999) TESOL convention in Atlanta, GA. The authors explore the links between language, power, and social justice in five English-dominant nations: the UK, the USA, Canada, Australia, and New Zealand. They consider the social and individual responsibilities of the teacher and the way he or she is influenced by and can in turn influence national language policy. Their aim is to promote sociopolitical awareness by formulating a statement of 'big picture' TESOL principles and inviting individual teachers to examine their own ideas and practices. Part 1 deals with how the dominance of English affects national language policies. Helen Wren describes the situation in Australia, a good model for 'nation-experiments in conflict resolution'. She reminds language teachers to consider the wider social contextwhen implementing classroompolicies. William Eggington's chapter, "The English language metaphors we plan by', exposes the conceptual underpinnings of English dominance and shows how socially shared assumptions may affect teaching and language planning. In Part 2 Eggington invites the reader to apply these theoretical insights to the essays in which Jill Bourne, Mary McGroarty, Alister Cumming, Joseph Lo Bianco, and Roger Peddie examine the history and development of the language policies of the five English-dominant nations. Covering a wide range of such topics as the provision of services in other languages, bilingual education, and the protection of minority languages, the chapters would be of interest to researchers, teachers, and language planners in countries confronting similar issues, such as South Africa. In Part 3 David Corson focuses on how to obtain social justice for ESL speakers and to empower ESL children in school systems, and Eggington asks teachers to look beyond the classroom to broader issues. One item here epitomizes the urgency felt by the contributors to this book: in 1995 New Zealand implemented a policy requiring non-English-speaking immigrants to deposit $20,000, which they will forfeit ifthey cannot pass a government imposed English examination within a year. What will most appeal to beleaguered TESOL teachers is the cautionary foreword by Robert B. Kaplan, a witty, yet sympathetic, exposé ofthe marginalization of language teachers by society and the TESOL organization's failure to mobilize its forces and fight for its professional rights. Language teachers are guilty of poor self-image and lack of professionalism , and he exhorts them to coordinate their efforts if they hope to make their voices heard. He observes that the notion that English is a unifying and edifying force appears to be alive and well in the five countries surveyed. However, he cautions against overestimating the extent to which the education sector can influence national policy. His foreword gives a wider perspective to this thoughtprovoking collection of essays. [Diana Kilpert, Rhodes University, South Africa.] The Oxford Hindi-English dictionary. Ed. by R. S. McGregor. New York: Oxford University Press, 1997. Pp. xx, 1083. Paper $25.00. Specialists and beginning students will find value in this paperbound edition of an authoritative HindiEnglish dictionary. Compact, light in weight, and moderately priced, the bookmanages a depth oflexical coverage usually available only in bulky tomes with intimidating price tags. This book's size permits easy packing in a briefcase or travel bag. Visitors to India who are serious about mastering Hindi will find the dictionary far more helpful than the average paperback reference work. However, the volume is arranged primarily in devanagari (with roman glosses appearing next to each entry), so the reader must possess at least elementary literacy in Hindi in orderto use iteffectively. Three features in particular enhance the appeal of this work. In the first place, McGregor is meticulous about explaining different usages of each lexical item in a clear concise manner. Secondly, we find broad vocabulary, including literary, technical/scientific, and colloquial words, with definitions detailed enough to convey the full range of a given entry's meanings within Hindi. Finally, M provides a brief etymology of each entry when appropriate (most commonly derivations from Arabic, English, Persian , and Sanskrit). Although this compactbook does not pretend to compete with full-scale etymological dictionaries, the editor is scrupulous about indicating cognates and source languages whenever possible. At the same time, the inclusion of compound forms and...

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Additional Information

ISSN
1535-0665
Print ISSN
0097-8507
Pages
pp. 212-213
Launched on MUSE
2015-04-01
Open Access
No
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