English language learning as a Trojan horse? Examining early childhood teachers' views of teaching young children in an English-medium NGO in India

Research shows that English fluency in India mobilises access to socio-economic and cultural capital. Unequal access to education in India renders the work of Non-Government Organisations (NGOs) to be essential to providing basic education for all. Disadvantaged Indian children are sometimes taught English (rather than their Mother Tongue) on the assumption that early English learning will improve later life chances. Drawing on data from early childhood teachers working in an NGO for children living in slum communities, we use a postcolonial lens to explore how NGOs can critically engage with English language privilege whilst supporting children to have improved opportunities and outcomes – such that English language learning is more than a Trojan horse (i.e., a "gift" that does more harm than good), perpetuating existing inequalities.