Abstract
Britain has funded English language teaching (ELT) initiatives in developing countries for decades, despite changes in government and a series of substantial overhauls in the administration of development aid. This article reveals the relevance of ideational factors in explaining how ELT remained a key part of Britain’s aid policy during a period of significant domestic and international change. It uses constructivist institutionalism to interpret an extensive range of evidence from government archives spanning a twenty-two year period (1964-1986). It sheds light on how and why certain ideas become normalised and institutionally embedded over time, and become the cognitive template through which key actors form policy preferences.
| Original language | English |
|---|---|
| Number of pages | 13 |
| Journal | Journal of Multilingual and Multicultural Development |
| Early online date | 20 Nov 2019 |
| DOIs | |
| Publication status | Early online - 20 Nov 2019 |
Keywords
- political discourse
- language policies
- language learning
- education
Access to Document
- Crack_jmmd_postprint.docx
This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Multilingual and Multicultural Development on 20.11.2019, available online: http://www.tandfonline.com/10.1080/01434632.2019.1693580.