Contents and Abstract

Teaching English as a Missionary Language in Bolivia:

A Critical Approach

Chris Mac Bruithin

Master of Arts (Scandinavian Studies),

University of Edinburgh

Postgraduate Diploma in TESOL, University of Ulster

Faculty of Social Sciences

School of Education

University of Ulster

A dissertation submitted in partial fulfilment of the requirements for the degree of MA in the Teaching of English to Speakers of Other Languages (TESOL)  2006 

CONTENTS

Tables and Figures
Acknowledgements
Abstract
Abbreviations and Spanish Words Used


1.0 INTRODUCTION
1.1 Purpose of the Study
1.2 Teaching English as a Missionary Language: A Personal Vignette
1.3 The Problem of TEML
1.4 Importance of the Study
1.5 Three Research Questions
1.6 The Outlook

2.0 CONTEXT AND CONCEPTS
2.1 Adopting a Critical Approach
2.2 Linking Mission and Language
2.2.1 Bolivian Languages
2.2.2 English and Evangelicalism?
2.3 Bolivia, English and Globalization
2.4 Summary

3.0 CRITICAL STUDIES IN ENGLISH LANGUAGE TEACHING
3.1 Models of Education
3.1.1 Freire’s Pedagogy of the Oppressed
3.1.2 Process versus Product
3.1.3 Critical Pedagogy
3.2 Critical Issues in TESOL in the Modern World
3.2.1 English as a Foreign, Second or an International Language?
3.2.2 Linguistic Imperialism
3.3 Critical Issues in TESOL in the Classroom
3.3.1 Resistance Theory
3.3.2 Cultural Conflict
3.4 Summary

4.0 DESIGN OF THE STUDY
4.1 Re-stating the Research Problem and Questions
4.2 Data Collection
4.2.1 Interviewing as a Data Collection Method
                4.2.2 The Research Instrument
4.3 Grounded Methods of Data Analysis
4.4 Reliability and Validity
4.5 Further Considerations
4.5.1 Pre-Tests
4.5.2 Access and Sampling
4.5.3 Some Practical Considerations
4.5.4 Ethical Considerations
4.6 Summary

5.0 PRESENTATION OF FINDINGS
5.1 Research Question One: What is TEML?
5.1.1 Some General Features of the TEML Sample
5.1.2 A Model of Stable TEML Practices
5.1.3 TEML as a Puerta or Puente
5.1.4 TEML as an Herramienta
                5.1.5 TEML as a Gancho
5.2 Research Question Two: What Dialectics are Experienced in the TEML Class?
5.2.1 A Cultural Dialectic
5.2.2 A Political Dialectic
5.2.3 An Evangelical Dialectic
5.3 Research Question Three: What Critical Concerns are there of TEML?
5.3.1 A One-Way Bridge
5.3.2 A False Promise
5.3.3 Lacking Appropriation to Learner Needs and Contexts
5.3.4 Normative ‘Critical’ Pedagogy

6.0 DISCUSSION
6.1 Resistance Theory and Appropriation
6.2 LI Theory and Fallacies
6.3 Addressing the Problem
6.4 Summary

7.0 CONCLUSIONS AND RECOMMENDATIONS
7.1 Summary of the Study and its Conclusions
7.2 Limitations
7.3 Recommendations for Further Study
7.4 Some Final Remarks

APPENDIX A Statement of Informed Consent
APPENDIX B Interview Instrument
APPENDIX C Supplementary Interview Data

REFERENCES



TABLES AND FIGURES

Table 3.1   Canagarajah’s comparison of mainstream and critical pedagogies
Table 3.2         Phillipson’s analysis of arguments in linguistic imperialist discourse
Table 3.3         Phillipson’s Redesignation of Tenets of ELT as Fallacies
Table 4.1   Provenance of Respondents
Table 4.2   Location of Teaching
Table 5.1         A Comparison of TEML-P and TEML-H



ACKNOWLEDGMENTS

My sincere thanks are due to Dr. Seán O’Halloran for his encouragement and advice as supervisor of this Masters dissertation.  Thanks also to Prof. R.M.O. Pritchard for initial guidance in approaching the area of TEML.

I would also like to thank those missionary teachers and learners of English for their time, cooperation and trust in agreeing to be interviewed, and others who suggested participants. 

ABSTRACT

This research project began with a problem of personal relevance to the researcher and importance due to its scale in worldwide ELT, that of evangelical missionaries teaching English and potentially doing more harm than good by supporting a harmful spread of English language and the values attached to it.  Three research questions were formulated to hone the research and find out what TEML is in the experience of Bolivian missionary teachers and their learners, as well as 

A critical approach was taken because of the political dimension of the study and underlying assumptions that knowledge is culturally and historically conditioned and not universal in every context.  Previous critical works were reviewed, illuminating the field of enquiry with existing knowledge and evaluating possibilities for the design of this study.  Unstructured interviews were chosen for the collection o data.

ABBREVIATIONS AND SPANISH WORDS USED

CET Christian English Teacher
CETESOL Christian Educators in TESOL
CP Critical Pedagogy
EIL English as an International Language
ELT English Language Teaching
EML English as a Missionary Language
EML-G English as a Missionary Language as a Gancho (hook)
EML-H English as a Missionary Language as an Herramienta (tool)
EML-P English as a Missionary Language as a Puerta (door) or Puente (bridge)
LI Linguistic Imperialism
MP Mainstream Pedagogy
SQUIN Single Question aimed at Introducing Narrative
TEFL Teaching English as a Foreign Language
TESOL Teaching English to Speakers of Other Languages


campesino
A person from a rural background and a low socio-economic class

cholo
A campesino who has moved to a city, or a first-generation urban dweller who retains the traditional dress and customs of campesino parents

compañero
Classmate, workmate.  Used to express solidarity, with leftist political connotations.

El Dorado
The mythical City of Gold which fuelled the conquest of South and Central America

gancho
hook, peg

gringo
Most narrowly refers to a U.S. national, but can refer to any English-speaking, Western foreigner

hermano
Brother.  Used to express solidarity without the leftist political connotations of compañero.  Also used as a term of address among evangelicals.

herramienta
tool

puente
bridge

puerta
door, gate