On Struggles and Resistance: English-medium Education as Intrinsically "Good"?

Abstract

This article consists of a review and discussion of the literature on English-medium education and social differentiation in colonial contexts. A major question concerns the extent to which access to English, and its relationship to social inequality, are converging in diverse contexts (Malaysia, Singapore and Hong Kong) formerly under a specific colonial power (Britain). By engaging the review in comparative perspectives, the discussions challenge the confident assumption that English-medium education is intrinsically “good” in the discourse of English as an international language. English-medium education tends to promote unequal opportunity for students on the basis of social class; and class disparity is reinforced by the requirements for good English in society, in both study and work contexts. This article further argues that the unequal basis and

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