There is no ‘real’ English language. Yet through lectures, dictionaries, and prescriptivism attitudes we seem to have convinced ourselves that there is an absolute right way, and an absolute wrong way to use English. Even at university level we are taught grammar and syntax. (grammar first year). In CELTA I was taught set ways to teach English and what to count as ‘right’ and ‘wrong’. Finally in TESOL methodologies the concept of politics within the classroom arose, and the confliction of ‘right’ and ‘wrong’ English became highly prominent.
A concept that as a linguist I struggle with stems from reading the words of Herbert Clark (language in interaction). “Language is used for doing things” (Clark, 2005). My individual belief is that all language is used for doing things, and such all language should be available to anyone who wishes to learn it. Yet in the English language classroom (and almost certainly others, ELT being my main experience and understanding) there is a large amount of politics in place within the classroom setting. From censoring topics, to censoring textbooks- the politics at play in EL classrooms is affecting the language that a student knows and is able to use out in the world (TESOL methodologies).
However, whilst reflecting upon this- it is clear that there is positives and negatives that come with this controlled form of education. Studying other languages (BSL, Polish) provides insight into how it is to learn a language as a non native speaker rather than to teach as a native speaker. Whilst native speakers have the luxury of dancing around with ideas of available topics, and interesting parts of language, for a non-native speaker, any form of structure such as simple grammar or syntax offers a raft of safety in an ocean of uncertainty for learners.
All this means is that the debate of Politics and censorship within the ELT classroom must be focused on a higher level of learning.