Aid, development and English language teaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand
The past few decades have seen the ascendancy of English as the global language of business and international interaction and as a result it has come to be viewed in the minds of many policy makers as fundamental to development. Accordingly English language instruction programmes have increasingly been integrated into development programmes both at a domestic recipient and international donor level. These programmes are frequently framed within the paradigms of empowerment and capacity building yet little readily accessible research seems to be available regarding the practical role English language aid programmes may play in these processes with most examination seeming to be centred either on discourse debate or cost/benefit analysis of programmes. This thesis endeavours to examine the perceptions of recipients and providers regarding the provision of English language instruction programmes. It finds that despite a provider focus on institutional capacity building extrinsic, primarily economic, considerations ensure that there is a strong recipient demand for these programmes. It also finds that, even with an increasing provider desire to use participatory paradigms, programme parameters are still largely determined by providers due to their control of funds. By reason of this the efficacy of English language instruction in promoting recipient empowerment and capacity building remains open to question.