Search results

This paper considers the East India Company’s emergence as a territorial power from the 1760s until the revocation of most of its commercial functions in 1834. While this period has been a key episode for historians of the British Empire and of South Asia, social scientists have struggled with the Company’s ambiguous nature. In this paper, I propose that a profitable way to grasp the Company’s transformation is to consider it as a global strategic action field. This perspective clarifies two key processes in the Company’s transition: the enlargement of its territorial possessions; and the increased exposure of its patrimonial network to intervention from British metropolitan politics. To further suggest the utility of this analytic perspective, I synthesize evidence from various sources, including data concerning the East India Court of Directors and the career histories of Company servants in two of its key administrative regions, Bengal and Madras, during this period of transition.

This paper uses the case of the English East India Company to consider the impact of colonialization on patterns of trade. The East India Company went through a commercial and a colonial period in Asia and therefore provides a rare case in which fixed national effects are held constant while the degree of colonialism varies. We use this variation to consider the impact of colonial institutions on the degree of concentration in overseas trade. We find that the onset of colonialism is linked to increasing inequality in the distribution of traffic across ports. This finding is significant because of the relationship between overseas trade and the potential for long-term economic development: the development trajectories of the individual ports were likely to have been affected by these different rates of trade. Our findings also highlight how the negotiation between political and commercial goals in early modern trade and imperialism produced different macro-structural outcomes for global trade patterns.

English chartered companies began to trade with both the Ottoman and the Mughal states in the last decade of the sixteenth century. In India, as recent work has shown, the rudiments of an English polity were established very early and eventually metastasized into a sizeable colonial empire. In Turkey, on the other hand, no “company-state” ever took root. This paper endeavors to explain this divergence from the perspective, not of the highly “successful” East India Company, but of the “failed” (and much less well-studied) Levant Company, which, with short interruptions, maintained a monopoly English trade with the Ottoman Empire from 1592 until 1803. The paper offers an account of this divergence that emphasizes the importance of an independent overseas administrative apparatus, something that the EIC had but that the Levant Company lacked. The Levant Company lost control of its overseas administration in the 1630s, when the Crown began to regard the Ottoman Empire as too diplomatically important to leave England’s representation there to “mere merchants.” Thereafter, the company was at a competitive disadvantage vis-à-vis rival commercial organizations that, because they had established a territorial base, could control and cheapen production in the colonial sites with which they traded.

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice teachers in building a foundation for teaching culturally and linguistically diverse learners. The goal of the self-study described in this chapter was to investigate a teacher educator’s practice in a largely White, English-speaking rural area in the northeastern US. Learning experiences embedded in the one required course for preparing to teach ELs were grounded in extant research. This chapter highlights one unique experience in which the preservice teachers interacted with international ESL peers on campus to negotiate meaning of a complex text. The preservice teachers reported that this interaction led to analogous understandings for planning and implementing literacy instruction with ELs. These results may be useful to other teacher educators in rural areas who seek principled ways to strengthen preservice teachers’ preparedness for teaching ELs.

This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.