Unequal Englishes in Classroom Research: A Systematic Review (2016–2025)
DOI:
https://doi.org/10.32493/ljlal.v8i2.61685Keywords:
Inner circle English, Linguistic inequality, Systematic review, Unequal EnglishesAbstract
Unequal Englishes refer to the hierarchies among English varieties, where the Inner Circle Englishes are often privileged over the localized forms, such as Philippine English and Singaporean English. Introduced by Tupas (2015), Unequal Englishes serves as a theoretical lens for understanding the sociolinguistics of globalization and the power dynamics in language. This review addresses two key questions: (1) What empirical studies have examined manifestations of Unequal Englishes in classroom contexts from 2016 to 2025? and (2) What future research directions can be identified through the synthesis of classroom-based studies on Unequal Englishes published during this period? To accomplish this, a systematic review of the relevant literature was conducted. Multiple databases were searched using keywords and defined inclusion/exclusion criteria. After a structured screening process, four studies were selected. Using a qualitative approach, the review analyzes four peer-reviewed articles involving teachers and students, with data collected through observations and interviews. The analysis identified three major themes: (1) the dominance of Inner Circle Englishes, (2) social status and mobility, and (3) the level of English exposure in class. This review shows how Unequal Englishes are manifested in classrooms and how linguistic inequality contributes to the reinforcement of social hierarchies and the perpetuation of systemic biases in the educational setting.
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