This book analyzes how the urban disadvantaged in the city of New
Delhi learn English. Using qualitative methods the author discusses
the pedagogy, texts and contexts in which biliteracy occurs and
links English language teaching and learning in India with the
broader social and economic processes of globalization in a
developing country. The study is situated in a government school, a
site where classrooms have rarely been qualitatively described, and
where the Three Language Formula (TLF) is being fundamentally
transformed due to increasing demand from the community for earlier
access to the linguistic capital of English. Through research
conducted in a call centre the author also shows what the
requirements of new workplaces are and how government schools are
trying to meet this demand.
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