| dc.description.abstract | What model of spoken English a teacher aims for in the classroom is far from self-explanatory
with implications for learners and the future of English Education. Through a SIDA-
scolarship this essay — a Minor Field Study, sets out to explore teacher’s attitudes to spoken
English in Chandigarh, Punjab and, moreover, whether a model for spoken English exists and
thus motivated by a selection of teachers here. Furthermore, to discuss spoken English within
perspectives of power and identity.
Mixed methods have been adopted for this study, instruments such as an introductory
discourse analysis, teacher interviews, learner survey and observations, all were employed to
investigate the aspects mentioned above. Nevertheless, the main method lies within
qualitative semi-structured interviews conducted with nine Indian English teachers.
Furthermore, to complement the interviews a survey with Indian English learners to
investigate the role English plays in their lives, and thus identity and incentives for acquiring
English was also selected. Moreover, this essay is based on poststructural theory and,
therefore, not claiming a generalised result, instead it should be read as a discussion where
factors such as identity and power are situated culturally and socially.
The study revealed that the English language was ascribed with formality, high status and
power by the Indian teachers, which has implications for the identity and language learning
not only in India but also raises questions of the English Education in Sweden. All teachers
but one recognised British English as the model for teaching, moreover, the most common
motivation for acquiring English was that for communication beyond the nation's borders. | sv |
