In any multilingual country, it is imperative that the curriculum provide for a critical dialogue on the politics of language. Educators must address questions of linguistic and cultural identity especially in the context of the spread of English. Contrary to popular and academic conceptions, English has never been just a ‘link’ or ‘library’ language, and the epithets non-native speaker teacher/learner and second language teacher/learner echo a sense of marginality and displacement (Browne. 2005. Cummins.1996. Kachru.1982. Rampton.1990.Shondel.2005). For “…language itself is content, a referent for loyalties and animosities, an indicator of social statuses and personal relationships, a marker of situations and topics as well as of the societal goals and the large-scale value-laden arenas of interaction…”(Fishman.1972: pp.4). In this context, the need to understand the nature of empowerment and evolve formal educational interventions for negotiating it becomes an urgent concern.
"Empowerment through Critical Pedagogy,"
Academic Leadership Journal: Vol. 5
, Article 5.
Available at: http://scholars.fhsu.edu/alj/vol5/iss2/5