Linguistic Hegemony Research Articles

Countering linguistic borders through translanguaging practices in a multilingual US secondary school

ABSTRACT While translanguaging pedagogy has been largely studied in bilingual classrooms, there is a paucity of research examining practices in multilingual secondary contexts. To fill this lacuna, this study adapts Translanguaging Allocation Policy (TAP) framework to explore translanguaging practices in a U.S. urban high school with a substantial of multilingual learners (MLs). It utilizes the Continua of Biliteracy model to critically examine the societal and ideological linguistic boundaries that perpetuate exclusion as well as the power dynamics shaped by social-historical factors. Three translanguaging practices were designed and implemented: translanguaging documentation, translanguaging rings, and translanguaging transformation. Findings reveal that: (1) MLs' holistic use of linguistic resources continuously challenges the ideologically constructed linguistic borders; (2) MLs' funds of knowledge triangulate with other classroom linguistic and semiotic resources maximises the accessibility of content knowledge; (3) the creation of classroom translanguaging transformation spaces potentially challenge the linguistic hegemony by breaking down linguistic borders and ultimately foster learning communities within multilingual secondary schools. This study seeks to contribute to the growing body of research on translanguaging practices and provide practical insights for educators in multilingual settings, advocating for pedagogical strategies that recognize and value the linguistic diversity of students.

Having dumplings with a fork: language use and ideologies of a Fuzhounese-American youth

ABSTRACT This case study investigates the language use and ideologies of a Chinese-American youth who speaks English, Mandarin, and Fuzhounese, and lives in a predominantly white town. It addresses the scarcity of research on Chinese heritage speakers of varieties in addition to Mandarin, particularly those living outside Chinese communities with extensive heritage language resources. The participant mainly spoke standard English in formal domains, colloquial English informally, and a mixture of English and basic Mandarin at home with his parents, while predominantly using English with his sister. He knew only a few words in Fuzhounese, which was rarely spoken in his daily life. His language ideologies interacted with his identity as a Chinese-American, perceptions of linguistic hegemony, and iconization pertaining to different ethnic communities. He viewed Mandarin as his heritage language with global significance, while Fuzhounese, despite of not mutually comprehensible with Mandarin, was only regarded as a dialect by him, iconized with negative stereotypes about rural Fuzhou and Brooklyn Chinatown. The study enhances our understanding of how multilingual children from immigrant families navigate different languages, and provides implications for offering culturally and linguistically sensitive support for immigrant families speaking less commonly taught languages outside their ethnic communities.

Language and power: linguistic imperialism

Linguistic imperialism refers to the dominance of one language over others, often resulting in the marginalization of local languages and cultures. This phenomenon has significant implications for power dynamics in global communication, education, and identity formation. The paper explores the historical context of linguistic imperialism, examining how colonialism and globalization have contributed to the prevalence of languages such as English in international discourse. The object of research is the impact of linguistic hegemony on non-dominant languages and their speakers. The subject of this study focuses on the social, political, and cultural ramifications of linguistic imperialism, particularly in post-colonial societies. Through a comprehensive literature analysis, the article identifies key theories and frameworks that explain the mechanisms of language dominance. The research employs qualitative methods, including discourse analysis and case studies, to illustrate the lived experiences of individuals affected by linguistic oppression. The findings reveal a correlation between language use and power relations, underscoring the need for inclusive language policies that promote linguistic diversity. The prospects for further research development include investigating strategies for revitalizing endangered languages and fostering multilingualism in educational contexts. In conclusion, addressing linguistic imperialism is crucial in promoting social justice and preserving cultural heritage in an increasingly interconnected world.

Reimagining Online Education: Breaking down colonial barriers to learning

eLearning, while seemingly democratizing education, carries colonial biases in curriculum, language, and technology. Decolonization requires recognizing these constraints, disrupting the status quo, and embracing alternatives. Strategies include decentering Western voices, co-creating learning experiences, challenging linguistic hegemony, bridging the digital divide, and leveraging technology for decolonization. This ongoing process fosters inclusive and equitable education by acknowledging the colonial legacy and actively dismantling it.

Ecological Legacies and Ethnotourism: Bridging Science and Community in Ecuador’s Amazonia

This paper offers paradigmatic insights from an international workshop on Ecological Legacies: Bridge Between Science and Community, in Ecuador, in the summer of 2023. The conference brought together foreign and local scholars, tour operators, village community, and Indigenous leaders in the upper Amazonia region of Ecuador with the goal of developing a vision for a sustainable and regenerative future of the upper Amazon. The conference offered three epistemological contributions to the existing literature in the emergent field of Montology, including addressing issues of (a) understanding the existing linguistic hegemony in describing tropical environments, (b) the redress of mistaken notions on pristine jungle environments, and (c) the inclusion of traditional knowledge and transdisciplinary approaches to understand the junglescape from different perspectives and scientific traditions. Methodologically, the conference bridged the fields of palaeoecological and ethnobotanical knowledge (as part of a wider conversation between science and local communities). Results show that local knowledge should be incorporated into the study of the junglescape and its conservation, with decolonial approaches for tourism, sharing language, methodology, tradition, and dissemination of the forest’s attributes. Our research helped co-create and formulate the “Coca Declaration” calling for a philosophical turn in research, bridging science and ethnotourism in ways that are local, emancipatory, and transdisciplinary. We conclude that facilitating new vocabulary by decolonial heightening of Indigenous perspectives of the junglescape helps to incorporate the notion of different Amazons, including the mountainscape of the Andean–Amazonian flanks. We also conclude that we can no consider Ecuador the country of “pure nature” since we helped demystify pristine nature for foreign tourists and highlighted local views with ancestral practices. Finally, we conclude that ethnotourism is a viable alternative to manage heritagization of the junglescape as a hybrid territory with the ecological legacies of the past and present inhabitants of upper Amazonia.

A linguistic evaluation of the South African higher education sector: A reflection on 30 years of democracy (1994–2024)

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author’s contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education.Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

A STUDY ON THE CAUSES OF SEPARATE STATE DEMAND IN NORTH EAST INDIAN STATE OF TRIPURA

This article explores the socio-political dynamics and historical context leading to the demand for a separate state of Tipraland within Tripura, India, focusing on the indigenous Tiprasa peoples' aspirations for autonomy and cultural preservation. Originating from the establishment of the Indigenous People's Front of Twipra (IPFT) in 2009, the demand for Tipraland reflects a culmination of historical grievances, including the failure of the Tripura Tribal Areas Autonomous District Council (TTAADC) to meet the indigenous community's needs, demographic shifts due to refugee influx from neighboring Bangladesh, and the erosion of indigenous cultural and linguistic identity. The article analyzes how these factors have contributed to a sense of alienation and marginalization among the Tiprasa people, further fueled by land alienation, linguistic hegemony, and political underrepresentation. It discusses the recent political developments under the leadership of Bubagra Prodyot Kishore Manikya and the formation of the TIPRA Motha party, highlighting their significant role in revitalizing the demand for a more inclusive Greater Tipraland. The study concludes with recommendations for the Government of India to address the complex interplay of refugee integration, indigenous rights, and regional autonomy to ensure the socio-political and economic wellbeing of the indigenous populations within a cohesive national framework. Through this analysis, the article contributes to the broader discourse on indigenous rights, migration, and state formation in northeast India, emphasizing the need for inclusive policies that recognize the unique challenges and aspirations of indigenous communities.

Use of EMI at Secondary Education: Exploring Non-English Nepalese Teachers’ Ideologies

English as a Medium of Instruction (EMI) is a teaching of non-English academic subjects using English where the very language is not the first language for most of the population.The study aimed at exploring the teachers’ pertinent ideologies towards the use of EMI in the teaching of non-English subjects. The researcher used narrative inquiry as a research design where the purposive sampling strategy was used to select the sample from the target population. In-depth interview was used as a research method to collect the information from the participants. The interviews were conducted based on the interview guidelines. The information was recorded, transcribed, translated, coded, categorized, and thematically analyzed. The study found that the teachers possessed various deep rooted ideologies on EMI, such as EMI as a mediating tool to internationalize the education system, EMI as a linguistic capital in the educational market, EMI as a linguistic hegemony to the underdeveloped countries, and EMI standardizes the academics and improves the competitive capacity. It can be inferred that EMI has been ideologized by both practitioners and policy makers. Moreover, the real practitioners and their ideologies are to be considered while designing the policies, and planning the provisions.

English language hegemony: retrospect and prospect

This paper explores the ascent of English as a global lingua franca within the context of linguistic hegemony, following Phillipson’s 1992 framework. It scrutinizes English’s role in the rapidly globalizing world, emphasizing its dominance across economic, governance, and scientific sectors and its impact on non-native English-speaking countries. Utilizing a sociolinguistic approach, combined with historical and interdisciplinary analysis, the study evaluates the influence of English hegemony in cultural, educational, and technological domains, with a focus on post-colonial and expanding circle nations. Additionally, the paper provides critical insights for developing language policies in these areas, considering the intricate role of English in the global linguistic landscape. It concludes by considering the prospects of English language hegemony.

The Voices of Transnational MotherScholars of Emergent Bilinguals

In this article, we—three Asian MotherScholars in the field of language and literacy education—conducted a collaborative self-study to examine how our individual and shared experiences as transnational mothers of emergent bilinguals have shaped our ways of promoting bilingualism and biliteracy. Our study drew on transnational feminist perspectives and used multimodal data and narratives shared in an online inquiry group. We highlighted ways we leverage our strengths and make conscious efforts to navigate burdens rooted in monolingual ideologies and linguistic hegemony as we raise our bilingual children. We also found how inquiring collectively into our experiences has helped us cultivate critical consciousness and build transnational solidarity. Through our stories, we emphasized the urgency of challenging inequities and pervasive monolingual ideologies within U.S. schools, as well as the necessity of creating a space for immigrant mothers to inquire into their experiences and to support each other.

Legitimation of Linguistic Hegemony Through Language in Education Policy in Nepal: A Critical Discourse Analysis

The constitutional provision of equal right to all languages as a medium of instruction claims that linguistic justice over all the languages has been maintained in Nepalese Education system. However, this 'positive self-representation' of the constitution and the government seem to implicitly marginalize the 'other languages' through legitimation of domination of powerful languages such as, English and Nepali. Based on this issue, this paper critically analyzes the discourse of Language in Education Policy (a part of National Education Policy 2019) in order to examine how hegemony of dominant languages such as, English and Nepali over other minority languages is legitimized through language in Education Policy in the context of Nepal. Critically analyzing the discourse of language in education policy of Nepal through the lens of ideology, power and double voicedness, the paper reveals that even though Nepalese language in education policy seems to adopt mother tongue-based multilingual education policy, hegemony of two dominant languages (English and Nepali) is still prevalent. The hegemony of these dominant languages is legitimized, reinforced and maintained by the nation through language in education policies.

Acculturation and linguistic ideology in the context of global student mobility: a cross-cultural ethnography of anglophone international students in China

ABSTRACT This cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community’s culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics.

Linguistic (Im)mobility and the Transformation of Korean Language in Ch’ae Mansik’s Late Colonial Literature

Abstract This article examines translingual literary circulations through close readings of Ch’ae Mansik’s Korean-language writings from the early 1940s. While a growing number of recent publications have approached late colonial literature through the lens of transnational movement, the primary focus of this emerging body of scholarship has been the Japanese-language writings of Korean writers. Instead of relegating the Korean language of this time to a position of self-evident immobility, this article shows how colonial writings that were never translated into, nor written in, the imperial language reveal indelible marks of border crossings across distances and languages. Ch’ae’s Korean-language texts resist the linguistic hegemony of the Japanese empire not by refusing change or insisting on linguistic purity but by providing testimony of the various ways the Korean language itself was transformed under the demands of the wartime Japanese empire. Countering the idea that automatically equates translation and other forms of transcultural travel to increased heterogeneity, Ch’ae’s writings also show how the wartime instrumentalization of literature as carriers of meaning across greater geographical and cultural distances led to a stripping down of the existing plurality and materiality of sound within the Korean language.

“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities

AbstractHistorically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school‐sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to provide a retrospective analysis of the implementation of two Artful Language Learning Opportunities (ALLOs) from an uncritical code‐switching unit plan designed for 11th‐grade students in 2011, and to offer ways that the ALLOs were (and could be) modified to center the dynamism that BL and thus disrupt White linguistic hegemony. This study's implications highlight the need to shift language instruction toward exploring critical concepts, embracing cultural pride, and incorporating equitable frameworks to empower students and transform teaching practices. By prioritizing the study of BL, educators can create inclusive learning environments that recognize and celebrate linguistic diversity, and, in doing so, understand that mastery in standardized English(es) is an inevitable outcome.

Comparative Linguistic Analysis of Gender Representations in "The Daughters of Aai" by Fehmida Riaz and "Saleema" by Daniyal Mueenuddin

Language is considered man made. Historically, males and females are controlled by socialization and linguistic hegemony. This study strives to explore the similarities and dissimilarities in gender representations in Daniyal Mueenuddin’s short story “Saleema” and Fehmida Riaz’s short story “The Daughters of Aai”, qualitatively, by doing content analysis of words, phrases and sentences through the lens of gyno-text and andro-text as cited in Barry (1995-2000) & Tyson (2006). It is found out that politically and socially constructed language controlled women more than men. It is quite clear through analysis that Fehmida Riaz’s representation of females is limited, full of shyness and confessional of females’ weaknesses. Moreover, Riaz endorses male power while Daniyal Mueenuddin portrays equally bold men and women openly and bravely, thus exposing less social linguistic control over his narrative.

Resisting Russification in Soviet Ukraine through Literary Translation: The Voice of Mykola Lukash

The Soviet totalitarian regime not only violated human rights, it pursued an aggressive policy of assimilation, seeking Russian cultural and linguistic hegemony over all Soviet republics. Literary translation was no longer viewed as an apolitical activity and became an ideological weapon and an efficient “means of forced cultural change” (Monticelli). Regime ideologues sought control over both the selection of “reliable” authors / texts for translation and the ways in which these texts were interpreted in the target languages. This policy led to the appearance of massive translations from Russian literature and a widespread practice of indirect translations, with Russian intermediary texts as a criterion of fidelity. In Soviet Ukraine, however, this Russification policy went further and targeted the Ukrainian language itself; this resulted in the lexicographical deactivation of many authentic Ukrainian words and their substitution with Russian counterparts. Extensive repressive practices and tight ideological constraints gave rise to translators’ activism and cultural resistance and inspired translators to take on new roles. The case of Mykola Lukash (1919–88), whose name went down in the history of Ukrainian translation as a symbol of resistance, illustrates some of the social roles performed by translators to resist Russification. Lukash’s actions as translation gatekeeper, cultural custodian, and language guardian exemplified the importance of personal agency and a firm occupational identity for translators who opposed assimilation.

Legal and political intervention on language issues in Bangladesh: A sociolinguistic perspective

The article outlined the legal and political intervention on language issues in Bangladesh from a historical sociolinguistic perspective. More specifically, it chronologically criticised the constitution and laws issued regarding language for the time being by state holders. In his article, the author tried to present the current issue and the question of language policy and planning in Bangladesh. Furthermore, it showed the drawbacks of previous language acts in Bangladesh. Consequently, the article illustrates the contextual interplay between language policy and linguistic rights in Bangladesh. This article used data from primary sources (constitution and government orders, ordinances, and circulations, etc.) to draw some preliminary conclusions about the challenges involved in the language controversy. One of its central themes was the linguistic rights of ethnic people, minor communities, and indigenous language speakers respectively. This article investigated how state politics and language historically affected each other. The analytical framework of the article is built on Language Education Policy (LEP) as a conceptual framework of Baldauf and Ingram (2003) which is one of the most widely researched theoretical perspectives in language policy and planning. The findings confirmed linguistic hegemony and dominance in Bangladesh by constitution and law. The most important contribution of the article was the sociolinguistic overview of the significant language laws of Bangladesh chronologically. It provided recommendations on the development of democratic language policy in Bangladesh.Keywords: Language in the Mughal period; Language in the British period; Language in the Pakistan period; Language in the Bangladesh period; Language rights for indigenous people; Language debate; Linguistic rights.

Language Barriers in Organismal Biology: What Can Journals Do Better?

In the field of organismal biology, as in much of academia, there is a strong incentive to publish in internationally recognized, highly regarded, English-language journals to promote career advancement. This expectation has created a linguistic hegemony in scientific publishing, whereby scholars for whom English is an additional language face additional barriers to achieving the same scientific recognition as scholars who speak English as a first language. Here, we surveyed the author guidelines of 230 journals in organismal biology with impact factors of 1.5 or greater for linguistically inclusive and equitable practices and policies. We looked for efforts that reflect first steps toward reducing barriers to publication for authors globally, including the presence of statements that encouraged submissions from authors of diverse nationalities and backgrounds, policies regarding manuscript rejection based on perceived inadequacies of the English language, the existence of bias-conscious reviewer practices, whether translation and editing resources or services are available, allowance for non-English abstracts, summaries, or translations, and whether journals offer license options that would permit authors (or other scholars) to translate their work and publish it elsewhere. We also directly contacted a subset of journals to verify whether the information on their author guidelines page accurately reflects their policies and the accommodations they would make. We reveal that journals and publishers have made little progress toward beginning to recognize or reduce language barriers. Counter to our predictions, journals associated with scientific societies did not appear to have more inclusive policies compared to non-society journals. Many policies lacked transparency and clarity, which can generate uncertainty, result in avoidable manuscript rejections, and necessitate additional time and effort from both prospective authors and journal editors. We highlight examples of equitable policies and summarize actions that journals can take to begin to alleviate barriers to scientific publishing.

Linguistic hegemony and the minority languages battle for the Zimbabwean broadcasting space: A case of ZBC Television and National FM

Zimbabwe is a multi-cultural nation with diverse ethno-linguistic groups. The country’s minority ethnic groups, however are under severe threat of extinction. The effective use of minority languages in the media, significantly contributes to efforts aimed at saving these languages. Drawing on the theory of Hegemony, the study focuses on linguistic hegemony and the representation of minority languages in the broadcasting media, using ZBC Television and National FM as case studies. The data was gathered using questionnaires, in-depth interviews and content analysis. This study argues that, minority languages have not been afforded adequate space, at both ZBC Television and National FM. The study therefore, advocates for the radical transformation of the entire minority language representation policies and programming structures at both broadcasting stations. It further proposes the establishment of community radio stations, as a long term solution to the under-representation of minority languages in the Zimbabwean broadcasting media.

Phonological Inclusion, and Exclusion, Regarding South African English in the Online OED

This article approaches the subject of inclusivity and diversity from a phonological perspective, as applied to the online Oxford English Dictionary (OED). Specifically, the pronunciation guide within the OED entry for South African English (SAE) is investigated. On the one hand, that the OED provides a list of World Englishes is a step forward in terms of diversity, avoiding the linguistic hegemony of British and American English, for example. On the other hand, the pronunciation guide for SAE relies on a rather singular variety — that reflective of white South Africans. Moreover, the OED pronunciation guides for all varieties of English reflect "educated urban speakers of standard English". Therefore, the pronunciation guide is exclusive regarding race and class, and thus additional varieties of SAE are not represented. As such, while the OED, as a trusted source, has made efforts to address linguistic diversity, more work needs to be done in this area. Keywords: pronunciation, accent, White South African English, great trichotomy, exclusivity, language attitudes