Mackenzie, Lee (2022) Which doors can English open? Exploring the opportunities of economically vulnerable Colombian higher education graduates. Current Issues in Language Planning, 24 (5). pp. 481-507. ISSN 1466-4208
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Abstract
Many higher education (HE) systems in the Global South have prioritised English language education (ELE), including in Colombia where English has become the dominant foreign language of HE. However, little is known about its effects on the lives of HE students from low-income backgrounds. Addressing this knowledge gap is critical to ensure that ELE in Colombian HE is relevant. The current study used the capability approach (CA) to identify the substantive freedoms which English can enlarge or constrain in the lives of economically vulnerable graduates in Colombia, and to identify factors which are instrumental in this process. The findings from this qualitative study show that English in Colombia can cultivate economic, sociocultural and epistemic capabilities. However, they also show how this capability expansion is also shaped by a range of conversion factors and individual agency.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This is an Accepted Manuscript of an article published by Taylor & Francis in Current Issues in Language Planning on 30/12/2022, available online: https://www.tandfonline.com/doi/full/10.1080/14664208.2022.2162664 |
| Keywords: | capability approach, higher education, Colombia, language policy and planning, English language education, agency, development |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Lee Mackenzie |
| Date Deposited: | 04 Jan 2023 10:13 |
| Last Modified: | 12 Nov 2024 11:57 |
| URI: | https://hira.hope.ac.uk/id/eprint/3733 |
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