Social Stratification and English Language Education

Instructors of English frequently support for social equality and emphasis on learners' characteristics, such as ethnicity, gender, and culture; nevertheless, most seldom examine learners, instructors, workplaces, or organizations through the point of view of social class. Nonetheless, socioeconomic status plays an important, though underappreciated, role in the sector. Researchers seldom look spectrum of socioeconomic category (middle or working) how English language teaching (ELT) perpetuates and maintains advantage. This paper critically examines available studies and theoretical approach on socioeconomic class; investigates how wealth and authority perform out in ELE; questions the function of colonialism and neoliberal economics in aggravating social hierarchies; highlights connections of social class with other personalities; and suggests that social class be given more importance in English language Education investigation, teacher education, and language classes.