Abstract
In any multilingual country, it is imperative that the curriculum provide for a critical dialogue on thepolitics of language. Educators must address questions of linguistic and cultural identity especially inthe context of the spread of English. Contrary to popular and academic conceptions, English has neverbeen just a ‘link’ or ‘library’ language, and the epithets non-native speaker teacher/learner and secondlanguage teacher/learner echo a sense of marginality and displacement (Browne. 2005.Cummins.1996. Kachru.1982. Rampton.1990.Shondel.2005). For "…language itself is content, areferent for loyalties and animosities, an indicator of social statuses and personal relationships, amarker of situations and topics as well as of the societal goals and the large-scale value-laden arenasof interaction…"(Fishman.1972: pp.4). In this context, the need to understand the nature ofempowerment and evolve formal educational interventions for negotiating it becomes an urgentconcern.
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