A Model for spoken English? - A Minor Field Study of Teachers` Attitudes towards spoken English in Punjab, India
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.