Sandra Lee Mckay
Biographic Data
| ID | 231042 |
|---|---|
| NAME | Sandra Lee Mckay |
| GIVEN NAMES | Sandra Lee |
| FAMILY NAME | Mckay |
| SIGNATURE | MCKAY S L |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
"Foreign workers" in Singapore
Singapore's status as one of the most globalized nations in the world rests primarily on its reliance on cheap immigrant labor. However, with foreign workers now comprising 36 percent of Singapore's population, resentment is fast building up among local Singaoreans, as evidenced in the public discourses on migrants which contruct largely negative identities for them. In the context of Singapore's language policy, where English is deemed necessary…
English language education in East Asia
This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for Englis…
Sociolinguistics and Language Education
This book provides an up-to-date overview of sociolinguistics, including topics of nationalism and popular culture, style and identity, creole languages, critical language awareness, multimodal literacies, classroom discourse, ideologies and power, across various language education contexts.
Enacting English language ownership in the Outer Circle
Singapore is unique in that it has not only embraced English as one of its official languages, but has made the language of its colonizers the de facto working language of the nation and the sole medium of instruction in all its schools, while assigning its other three official languages, Mandarin, Malay, and Tamil, an L2 status in the school curriculum. With the use of English institutionalized in almost all domains of life, present- day Singapo…
Toward an appropriate EIL pedagogy
This article argues that the teaching of English as an international language (EIL) should be based on an entirely different set of assumptions than has typically informed English language teaching (ELT) pedagogy. To begin, several defining features of an international language are described. Because these features have altered the nature of English itself, the author maintains that the pedagogy for teaching English must also change. The author t…
Multilingualism in the United States
The scope of this paper is limited to an overview of mutilingualism in the U.S. from 1980 to the present. During this period, discussions of language diversity in the U.S. have been largely dominated by an effort to exert the hegemony of English. This effort has been brought on by changes in the demographic makeup of the U.S. population and supported by a commonly held belief that the economic strength of the U.S. in the international sphere is d…
Multiple Discourses, Multiple Identities
In this article, Sandra McKay and Sau-Ling Wong argue for a revision of code-based and individual learner-based views of second-language learning. Their position is based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and …
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Planning Language, Planning Inequality
rights. Instead, the focus has been on inflammatory symbols and the promotion of orthodoxies. As a judge, Fidel needs to see some clear value gained by changing the law. Two questions need to be asked: Is our culture working adequately without constitutionalizing either side of the issue?-if not, will constitutionalizing the issue help to cure the problems? (p. 305). The evidence presented in this volume strongly indicates that declaring English …
"Comments on Sandra Lee McKay and Sarah Warshauer Freedman's "Language Minority Education in Great Britain
Language Minority Education in Great Britain
British educational policies advocate placing language minority students in mainstream classes where their regular teacher receives ongoing support from a TESOL specialist. By contrast, in the United States, the policies favor placing nonnative speakers in separate programs such as ESL pull-out classes, sheltered English, or bilingual education, where they are taught solely by the TESOL or bilingual education specialist. The same rationale—protec…
Language Diversity
English language education in East Asia
This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for Englis…
Toward an appropriate EIL pedagogy
This article argues that the teaching of English as an international language (EIL) should be based on an entirely different set of assumptions than has typically informed English language teaching (ELT) pedagogy. To begin, several defining features of an international language are described. Because these features have altered the nature of English itself, the author maintains that the pedagogy for teaching English must also change. The author t…
Enacting English language ownership in the Outer Circle
Singapore is unique in that it has not only embraced English as one of its official languages, but has made the language of its colonizers the de facto working language of the nation and the sole medium of instruction in all its schools, while assigning its other three official languages, Mandarin, Malay, and Tamil, an L2 status in the school curriculum. With the use of English institutionalized in almost all domains of life, present- day Singapo…
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Language Minority Education in Great Britain
British educational policies advocate placing language minority students in mainstream classes where their regular teacher receives ongoing support from a TESOL specialist. By contrast, in the United States, the policies favor placing nonnative speakers in separate programs such as ESL pull-out classes, sheltered English, or bilingual education, where they are taught solely by the TESOL or bilingual education specialist. The same rationale—protec…
"Foreign workers" in Singapore
Singapore's status as one of the most globalized nations in the world rests primarily on its reliance on cheap immigrant labor. However, with foreign workers now comprising 36 percent of Singapore's population, resentment is fast building up among local Singaoreans, as evidenced in the public discourses on migrants which contruct largely negative identities for them. In the context of Singapore's language policy, where English is deemed necessary…
Language Diversity
Language Minority Education in Great Britain
British educational policies advocate placing language minority students in mainstream classes where their regular teacher receives ongoing support from a TESOL specialist. By contrast, in the United States, the policies favor placing nonnative speakers in separate programs such as ESL pull-out classes, sheltered English, or bilingual education, where they are taught solely by the TESOL or bilingual education specialist. The same rationale—protec…
"Comments on Sandra Lee McKay and Sarah Warshauer Freedman's "Language Minority Education in Great Britain
Planning Language, Planning Inequality
rights. Instead, the focus has been on inflammatory symbols and the promotion of orthodoxies. As a judge, Fidel needs to see some clear value gained by changing the law. Two questions need to be asked: Is our culture working adequately without constitutionalizing either side of the issue?-if not, will constitutionalizing the issue help to cure the problems? (p. 305). The evidence presented in this volume strongly indicates that declaring English …
English Literacy in the U.S
Sandra Lee McKay, Gail Weinstein-Shr, English Literacy in the U.S.: National Policies, Personal Consequences, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 399-419
Multiple Discourses, Multiple Identities
In this article, Sandra McKay and Sau-Ling Wong argue for a revision of code-based and individual learner-based views of second-language learning. Their position is based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and …
Multilingualism in the United States
The scope of this paper is limited to an overview of mutilingualism in the U.S. from 1980 to the present. During this period, discussions of language diversity in the U.S. have been largely dominated by an effort to exert the hegemony of English. This effort has been brought on by changes in the demographic makeup of the U.S. population and supported by a commonly held belief that the economic strength of the U.S. in the international sphere is d…
Toward an appropriate EIL pedagogy
This article argues that the teaching of English as an international language (EIL) should be based on an entirely different set of assumptions than has typically informed English language teaching (ELT) pedagogy. To begin, several defining features of an international language are described. Because these features have altered the nature of English itself, the author maintains that the pedagogy for teaching English must also change. The author t…
Enacting English language ownership in the Outer Circle
Singapore is unique in that it has not only embraced English as one of its official languages, but has made the language of its colonizers the de facto working language of the nation and the sole medium of instruction in all its schools, while assigning its other three official languages, Mandarin, Malay, and Tamil, an L2 status in the school curriculum. With the use of English institutionalized in almost all domains of life, present- day Singapo…
Sociolinguistics and Language Education
This book provides an up-to-date overview of sociolinguistics, including topics of nationalism and popular culture, style and identity, creole languages, critical language awareness, multimodal literacies, classroom discourse, ideologies and power, across various language education contexts.
English language education in East Asia
This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for Englis…
"Foreign workers" in Singapore
Singapore's status as one of the most globalized nations in the world rests primarily on its reliance on cheap immigrant labor. However, with foreign workers now comprising 36 percent of Singapore's population, resentment is fast building up among local Singaoreans, as evidenced in the public discourses on migrants which contruct largely negative identities for them. In the context of Singapore's language policy, where English is deemed necessary…
Sociology (11 works) · Multilingual Education and Policy (10 works) · Linguistics (8 works) · Political science (7 works) · Psychology (6 works) · Pedagogy (5 works) · Philosophy (5 works) · Second Language Learning and Teaching (5 works) · Anthropology (3 works) · EFL/ESL Teaching and Learning (3 works)