English Linguistic Imperialism from Below

"School is the miniature of society",said John Dewey ( The School and Society (1899). Indian community is a multilingual community. We can come across multi lingual community in Hyderabad also. In ICSE, CBSE, schools of Hyderabad and Secunderabad. We come across students from different mother tongues, say, Bengali, Marathi, Kannada, Tamil, Malayalam, Gujrath, Hindi etc. In the last three decades Hyderabad city has witnessed growth of CBSE, ICSE schools, apart from functioning of KV’s and JNV’s.Around the same time Govt in AP and T.S had both Telugu medium and English medium schools .The instruction was in Telugu in English medium schools, the English reader prescribed was different for Telugu and English medium students. In these schools, children mostly come from not so wealthy family. Since 2014, the same English text book has been prescribed for Telugu and English schools. It was decided that Telugu medium students also have to study English from class1.Language learning to any child comes from birth – if one child is exposed to different languages in childhood, then the academic outcome of that child’s behavior, attitude, skills etc would be different. One aspect of multilingualism that has not been systematically examined is the typology of multilinguals' languages: Do variations in languages multilinguals are exposed to contribute to the development of their cognition and brain? Olga Kepinska, et al, investigated n = 162 5–6-year-olds with different language backgrounds on a monolingual-to-quintilingual continuum. The results show that typological linguistic diversity can be related to expressive vocabulary knowledge in the dominant language. To study the topic, “ Exploring Multilinguistic textbooks and activities to enhance the competencies of school students to learn skills in English ‘. I selected the text book series “Our World through English ” T.S 1-X class.

This book offers a sociolinguistic analysis of 'low-fee private schooling'. It demonstrates that political economic transitions experienced as radical social mobility have led to intense parental desire for (low-fee) private English schooling. Rather than English schooling leading to social mobility, social mobility necessitates English schooling.

The articles published in this issue of the Journal help advance the debate on market reform in former socialist states. In our comment, besides dealing with data analysis issues, we suggest several ways to improve the level of debate about substantive issues. These suggestions include more attention to politics, including path dependence, and more attention to middle-level generalizations from other developing market societies.

Despite repeated attempts to integrate competing perspectives (Szelenyi and Kostello 1996; Nee and Matthews 1996), the ongoing market transition debate has shown no signs of resolution. Instead, the 1996 AJS market transition symposium seems to have created more controversy than it settled (Nee 1996; Xie and Hannum 1996; Oberschall 1996; Parish and Michelson 1996; Walder 1996; Fligstein 1996; Szelenyi and Kostello 1996). And subsequent studies continue to reach nearly opposite conclusions (cf. Bian and Logan 1996; Gerber and Hout 1998; with Brainerd 1998; Nee and Cao, in press). When arguments become polarized, it often signals that divisions are falsely drawn (Bates 1997). Although originally made in another context, this observation is applicable here. As principals in this lively debate, we believe that clarification and reevaluation are essential for moving toward a reconciliation of competing viewpoints. In this comment we therefore identify the central issues in the controversy and provide an overall assessment of existing empirical evidence

ABSTRACTThis study investigates the connection between access to English during early schooling (Urdu‐medium public schools and English‐medium private schools), the impetus of investing in a graduate classroom, and their role in shaping learners' habitus, and identities. Using cultural capital and investment as the conceptual lens and students' interviews as the data, collected from a Pakistani university graduate classroom, the study explores access to English (cultural capital) and sees whether it symbolizes a privileged position in an all‐English milieu classroom setting. Grounded in a phenomenological design, the thematic analysis of the data demonstrates that English is not only perceived as invested capital but is also instrumental in (re)shaping the learners' self. The extent of access to learning English in schools not only facilitates (dis)advantaged positions but also defines symbolic power and the sense of (not)belonging to the classroom setting. The findings also exhibit that the learners' perceived positioning has a direct relationship with their investment in English and the potential returns in the form of capital valued in the social market. Having socioeconomic prestige associated with access to English, it is essential to revisit education policies, train teachers, and introduce inclusive curricula for promoting equitable access to learning English—the dominant language in Pakistan. This study suggests that English has considerable social consequences for learners in Pakistan, the degree of convergences with and divergences from this study's findings in other contexts may also be explored.

The spread of English is considered as a tool of British political and linguistic imperialism in effects of globalization. Kachrus Three Circle model of World Englishes has always played significant role in the categorization of the spread of English. This model is always used as an important tool to critically analyze the distributed circle of English speaking regions in the world where English is dominant over other languages and cultures. In the present study the outer circle from Kachrus model is focused. A Man of the People by Chinua Achebe has been analysed through the lens of Kachrus Three Circle Model of World Englishes. The study finds that the spread of English is basically a tool used for homogenized attack by British imperialism in order to subdue other cultures, politically and linguistically.

he spread of English is considered as a tool of British political and linguistic imperialism in effects of globalization. Kachrus Three Circle model of World Englishes has always played significant role in the categorization of the spread of English. This model is always used as an important tool to critically analyze the distributed circle of English speaking regions in the world where English is dominant over other languages and cultures. In the present study the outer circle from Kachrus model is focused. A Man of the People by Chinua Achebe has been analysed through the lens of Kachrus Three Circle Model of World Englishes. The study finds that the spread of English is basically a tool used for homogenized attack by British imperialism in order to subdue other cultures, politically and linguistically.

The spread of English is considered as a tool of British political and linguistic imperialism in the effects of globalization. Kachrus Three Circle Model of World Englishes has always played a significant role in the categorization of the spread of English. This model is always used as an important tool to critically analyze the distributed circle of English speaking regions in the world where English is dominant over other languages and cultures. In the present study, the outer circle from the Kachrus model is focused. A Man of the People by Chinua Achebe has been analyzed through the lens of Kachrus Three Circle Model of World Englishes. The study finds that the spread of English is basically a tool used for homogenized attacks by British imperialism in order to subdue other cultures, politically and linguistically.

Social mobility research mainly investigates directional change in socio-economic circumstance. This article contributes to the strand of social mobility research that examines subjective experiences of economic movement. It analyses social mobility as a set of relationally, temporally and spatially embedded social practices, subjectively experienced and interpreted. The interactive nexus between social and spatial mobility is a fruitful line of inquiry, and the experiences of international migrants are distinctly suited for developing this analysis. Drawing on a qualitative study of migrants’ mobilities, both social and spatial, post-arrival in Australia, we argue that social mobility is experienced as sets of contingent social practices. These in/variably co-exist with aspirations for a sense of belonging and connectedness, a sense of security and other non-economic needs and desires and are also always adjusted over time. In addition, migrants’ status as legal, cultural or social Others shapes the experience of social mobility in distinctive ways.

‘Falling from grace’ and ‘rising from rags’: Intergenerational educational mobility and depressive symptoms

Collectively and severally, the essays gathered together in this book explore the roles of the men and women who administered the British Empire in Australasia and India. The essays had their genesis in an interdisciplinary conference held at Osmania University, Hyderabad, in 2007, which was jointly convened by the University of Tasmania's Centre for Colonialism and Its Aftermath and School of English, Journalism, and European Languages, and the Department of English at Osmania University. “Administering,” as the essays in this volume amply reveal, involves many forms of activity – managing and organising; financing and accounting; monitoring and measuring; ordering and supplying; writing and implementing policy – across diverse domains of practice (the Civil Service, schools and universities, missions, domestic realms, justice systems, and so on). Administrative arrangements, as the various essays show, involve complex cross-cultural relationships in colonial spaces, often through radically unequal and racially based power relations. In the two parts of this book the authors, from India, Australia, New Zealand, and Britain, look at the way colonial administrations in Australia, New Zealand, Pitcairn Island, and India – and with inevitable reference back to Britain and other parts of the British Empire – call into being the spaces under their control, and how they do so through the accumulation and management of information and knowledge.

The present study looked into the effects of linguistic imperialism, specifically, the dominance of English, on the preservation and revitalization of indigenous languages in Iraq. Tapping into a phenomenological study, using interviews, the study recruited 30 students enrolled at a university in Baghdad, majoring in different fields of study. Half of the participants were Assyrian and half were Armenian native speakers, with an age range of 20-22 years old and equal numbers of male and female. Thematic analysis was used to analyze the data through open, axial, and selective coding. The linguistic imperialism has impacted Assyrian and Armenian languages in Iraq in a very complex manner. These villages are resistant, and through different cultural activities or family traditions, they try to keep their languages alive; however, the prevalence of English in schools makes the young generation feel displaced. This is the pressure that makes them give more importance to English, leading to lesser exposure and fluency in Assyrian and Armenian-especially now, when the education system is giving more emphasis to English, besides Arabic. The given study underlines urgent policy changes to be made for the promotion and support of indigenous languages in Iraq. The current policies need a re-evaluation in order to keep the life preserved, which gives priority to Arabic and English. Inclusion of indigenous languages into education, resource allocation for learning a language, and the use of social media for revitalization are the crucial steps toward preserving these treasures.

Jhumpa Lahiri’s latest book, In Other Words, is an autobiographical text that highlights the author’s journey to a new land and language. She grows up in America, communicates in Bengali with her parents during her early childhood and uses English in school; a sense of ambivalence about language dawns in her at this time. Her parents insist that Bengali be a dominant language in her life, but she falls in love with English, which later becomes her own language and the medium of her literary writing. During her doctoral studies, she feels an impulse to learn Italian and desperately strives to speak and write in that language. In Other Words, originally written in Italian, is the ultimate outcome of her aspirations to learn Italian. As the author switches from one language to another, from Bengali to English, and then from English to Italian, she forms an ambivalent sense of separation and proximity. This article seeks to explore Lahiri’s love for language, her sense of alienation and belonging, loss and achievement, and her search for identity and metamorphosis.

This study aimed to investigate the intercultural communication life of six Indonesian PhD Muslim female students in Australia as transnationals during their first year living caused by English imperialism. English plays an essential role as the first place of language hierarchy in the global connection. Adopting the linguistic imperialism of Phillipson and the identity negotiation theory of Stella Ting-Toomey, this ethnography study tries to uncover questions on challenges in intercultural communication caused by English imperialism: (1) How far is English as linguistic imperialism to their mutual intercultural communication? Moreover, (2) To what extent does linguistic imperialism influence intercultural communication competence? This study is a qualitative approach using autoethnography and interview techniques to obtain data of the self-experience of Indonesian Muslim female doctoral students in Australia. Later, these female students own their 'mindful' knowledge, motivation, and skill to obtain their adaptive, effective, and appropriate strategy in supporting their identity construction's successfulness under the superiority of English.

A classic claim in social mobility effects research holds that social mobility is a disruptive and harmful experience. It has been suggested that the experience of social mobility is less disruptive when mobility at the national level is high, because this increases the social and cultural heterogeneity of social classes, which may facilitate the adaptation to the social class of destination. In this article we empirically test the tenability of this claim for social class mobility and life satisfaction. Using Diagonal Reference Models on data for 44 European countries from the 2008 European Values Study, we find evidence for processes of acculturation: the life satisfaction of socially mobile individuals is associated with the class of origin and destination. There is no evidence for effects of social mobility over and above those of social class position of origin and destination. Interestingly, in contrast to suggestions from the literature, national upward or downward mobility rates do not moderate the effect of social mobility on life satisfaction. This study suggests that class heterogeneity does not influence the difficulty of the adaptation to the social class of destination.