Supping With the Dismal Scientists: Practical Interdisciplinarity in Language Education and Development Economics

Abstract

For the many living in destitution throughout the developing world, the concept of economic development makes little sense unless it brings tangible improvements in basic living standards. It is generally agreed that a key ingredient in creating favourable conditions for this development is language education and especially literacy. Thus language education and development economics should form natural academic bedfellows. Yet, a survey of recent research in language education shows that little attention is currently given to the economic constraints within which language education efforts should be framed. The paper explores some historical and intellectual causes for this lack of interdisciplinarity. It stresses the importance of universals of economic development and identifies trust in the ability of the intended beneficiaries of development policies to make appropriate choices as a key factor in implementing these policies. It reviews three development settings in Bangladesh, Egypt, and Latin Americathat illustrate the need to devolve responsibility for development to the beneficiaries themselves, especially women. It notes that language education and especially basic literacy in local languages play an important role in this process and stresses that this type of language education should be differentiated from often unfocused, yet resource-costly efforts to promote English instead.