Beatriz Lorente
My research centres on the role of language in the production of social inequalities. I work in the areas of language and migration, language and work, language policy and the politics of knowledge production.
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of national development that is monocentric with an English-dominant core.
It traces the trajectory of this dominance of English in the Philippines from its
introduction as the de facto medium of instruction in the public school system
during the American colonial era to its incorporation as the indispensable
competitive edge of Filipinos in the current era of globalization. This privileged
position of English in the country’s linguistic economy has been reinforced by the
Filipino elite’s symbolic struggles over power in the wake of post-colonialism and
the country’s structural insertion at the margins of the global economy as a source
of cheap, English-speaking migrant labor. The grip of English in the country may
be mitigated by the introduction of mother tongue based multilingual education
(MTBLE). The framework of MTBLE appears to conceive of national development
in terms of widening access to valuable material and symbolic resources
such as literacy and higher levels of formal education. As the MTBLE is still in its
infancy, the extent to which it can live up to its promise remains to be seen
of national development that is monocentric with an English-dominant core.
It traces the trajectory of this dominance of English in the Philippines from its
introduction as the de facto medium of instruction in the public school system
during the American colonial era to its incorporation as the indispensable
competitive edge of Filipinos in the current era of globalization. This privileged
position of English in the country’s linguistic economy has been reinforced by the
Filipino elite’s symbolic struggles over power in the wake of post-colonialism and
the country’s structural insertion at the margins of the global economy as a source
of cheap, English-speaking migrant labor. The grip of English in the country may
be mitigated by the introduction of mother tongue based multilingual education
(MTBLE). The framework of MTBLE appears to conceive of national development
in terms of widening access to valuable material and symbolic resources
such as literacy and higher levels of formal education. As the MTBLE is still in its
infancy, the extent to which it can live up to its promise remains to be seen