While a growing body of literature has illustrated how neoliberal discourses of English and employment have come to shape English language teaching (ELT) textbooks in a globalized world, little is known about how the translation of these discourses into pedagogical practices is mediated by the social class structures in postcolonial societies. In this article, we draw on a larger qualitative case study to address this gap in the Bangladesh secondary schooling context. We utilize Bourdieu’s conceptual resources and analyze interview and classroom observation data to illustrate how discourses of English and employment introduced into the secondary education-level ELT textbook are enacted in a high socio-economic status school. As our findings illustrate, the students from this school rejected how English was linked to low-profile jobs in the textbook, as this representation contradicted their social class and career aspirations. These findings contribute to the political economy in applied linguistics literature by illustrating how the enactment of the neoliberal discourses of English and employment constructed in the locally produced ELT textbooks is mediated by social class.

中文翻译：

---

英语语言和本地制作的 ELT 教科书中的就业能力：教学空间中新自由主义理想与社会阶级结构之间的冲突


虽然越来越多的文献说明了新自由主义的英语和就业话语如何在全球化的世界中塑造英语教学 （ELT） 教科书，但对于后殖民社会的社会阶级结构如何将这些话语转化为教学实践知之甚少。在本文中，我们借鉴了一个更大的定性案例研究来解决孟加拉国中学教育背景下的这一差距。我们利用布迪厄的概念资源并分析访谈和课堂观察数据，以说明引入中等教育水平 ELT 教科书的英语和就业话语如何在社会经济地位较高的学校中实施。正如我们的研究结果所表明的那样，这所学校的学生拒绝将英语与教科书中的低调工作联系起来，因为这种表示与他们的社会阶层和职业抱负相矛盾。这些发现通过说明当地制作的 ELT 教科书中构建的英语和就业的新自由主义话语的制定如何受到社会阶层的中介，为应用语言学文献中的政治经济学做出了贡献。