2016 Ap® English Language and Composition Free-Response Questions

2016 AP® ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS

ENGLISH LANGUAGE AND COMPOSITION

SECTION II Total Time-2 hours, 15 minutes Question 1

Suggested reading and writing time-55 minutes. It is suggested that you spend 15 minutes reading the question, analyzing and evaluating the sources, and 40 minutes writing your response. Note: You may begin writing your response before the reading period is over.

(This question counts for one-third of the total essay section score.)

Over the past several decades, the English language has become increasingly globalized, and it is now seen by many as the dominant language in international finance, science, and politics. Concurrent with the worldwide spread of English is the decline of foreign language learning in English-speaking countries, where monolingualism—the use of a single language—remains the norm.

Carefully read the following six sources, including the introductory information for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that argues a clear position on whether monolingual English speakers are at a disadvantage today.

Your argument should be the focus of your essay. Use the sources to develop your argument and explain the reasoning for it. Avoid merely summarizing the sources. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc., or by using the descriptions in parentheses.

Source A (Berman) Source B (Thomas) Source C (Erard) Source D (Oaks) Source E (table) Source F (Cohen)

Source A Berman, Russell A. “Foreign Language for Foreign Policy?” Inside Higher Ed. Inside Higher Ed, 23 Nov. 2010. Web. 8 May 2013.

The following is excerpted from an article on a Web site devoted to higher education.

These are troubled times for language programs in the United States, which have been battered by irresponsible cutbacks at all levels. Despite the chatter about globalization and multilateralism that has dominated public discourse in recent years, leaders in government and policy circles continue to live in a bubble of their own making, imagining that we can be global while refusing to learn the languages or learn about the cultures of the rest of the world. So it was surely encouraging that Richard Haass, president of the Council on Foreign Relations and a fixture of the foreign policy establishment, agreed to deliver the keynote address at the American Council on the Teaching of Foreign Languages Annual Convention in Boston on November 19.

Haass is a distinguished author, Oberlin- and Oxford-educated, and an influential voice in American debates. The good news is that in his talk, “Language as a Gateway to Global Communities,” Haass expressed strong support for increased foreign language learning opportunities. He recognized the important work that language instructors undertake as well as the crucial connection between language and culture: language learning is not just technical mastery of grammar but rather, in his words, a “gateway” to a thorough understanding of other societies. . . .

Haass claims that in an era of tight budgets, we need convincing arguments to rally support for languages. Of course that’s true, but—and this is the bad news—despite his support for language as a gateway to other cultures, he countenances only a narrowly instrumental defense for foreign language learning, limited to two rationales: national security and global economy. At the risk of schematizing his account too severely, this means: more Arabic for national security and more Mandarin, Hindi, and, en passant, Korean for the economy. It appears that in his view the only compelling arguments for language-learning involve equipping individual Americans to be better vehicles of national interest as defined by Washington. In fact, at a revealing moment in the talk, Haass boiled his own position down to a neat choice: Fallujah or Firenze. We need more Arabic to do better in Fallujah, i.e., so we could have been more effective in the Iraq War (or could be in the next one?), and we need less Italian because Italy (to his mind) is a place that is only about culture.

In this argument, Italian—like other European languages—is a luxury. There was no mention of French as a global language, with its crucial presence in Africa and North America. Haass even seems to regard Spanish as just one more European language, except perhaps that it might be useful to manage instability in Mexico. Such arguments that reduce language learning to foreign policy objectives get too simple too quickly. And they run the risk of destroying the same foreign language learning agenda they claim to defend. Language learning in Haass’s view ultimately becomes just a boot camp for our students to be better soldiers, more efficient in carrying out the projects of the foreign policy establishment. That program stands in stark contrast to a vision of language learning as part of an education of citizens who can think for themselves.

Haass’s account deserves attention: he is influential and thoughtful, and he is by no means alone in reducing the rationale for foreign language learning solely to national foreign policy needs. . . .Yet even on his own instrumental terms, Haass seemed to get it wrong. If language learning were primarily about plugging into large economies more successfully, then we should be offering more Japanese and German (still two very big economies after all), but they barely showed up on his map.

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The much more important issue involves getting beyond instrumental thinking altogether, at least in the educational sphere. Second language acquisition is a key component of education because it builds student ability in language as such. Students who do well in a second language do better in their first language. With the core language skills— abilities to speak and to listen, to read and to write—come higher-order capacities: to interpret and understand, to recognize cultural difference, and, yes, to appreciate traditions, including one’s own. Language learning is not just an instrumental skill, any more than one’s writing ability is merely about learning to type on a keyboard. On the contrary, through language we become better thinkers, and that’s what education is about, at least outside Washington.

Source B

Thomas, David. “Why Do the English Need to Speak a Foreign Language When Foreigners All Speak English?” MailOnline [UK]. Associated Newspapers Ltd, 23 Jan. 2012. Web. 8 May 2013.

The following is excerpted from an online article in a British newspaper.

Department for Education figures show that fewer and fewer of us are learning a foreign language, while more and more foreigners are becoming multi-lingual. This, say distraught commentators, will condemn us pathetic Little Englanders to a life of dismal isolation while our educated, sophisticated, Euro-competitors chat away to foreign customers and steal all our business as a result.

In fact, I think those pupils who don’t learn other languages are making an entirely sensible decision. Learning foreign languages is a pleasant form of intellectual self-improvement: a genteel indulgence like learning to embroider or play the violin. A bit of French or Spanish comes in handy on holiday if you’re the sort of person who likes to reassure the natives that you’re more sophisticated than the rest of the tourist herd. But there’s absolutely no need to learn any one particular language unless you’ve got a specific professional use for it.

Consider the maths. There are roughly 6,900 living languages in the world. Europe alone has 234 languages spoken on a daily basis. So even if I was fluent in all the languages I’ve ever even begun to tackle, I’d only be able to speak to a minority of my fellow-Europeans in their mother tongues. And that’s before I’d so much as set foot in the Middle East, Africa and Asia.

The planet’s most common first language is Mandarin Chinese, which has around 850 million speakers. Clearly, anyone seeking to do business in the massive Chinese market would do well to brush up on their Mandarin, although they might need a bit of help with those hundreds of millions of Chinese whose preferred dialect is Cantonese.

The only problem is that Mandarin is not spoken by anyone who is not Chinese, so it’s not much use in that equally significant 21st century powerhouse, India. Nor does learning one of the many languages used on the sub-Continent help one communicate with Arab or Turkish or Swahili-speakers.

There is, however, one language that does perform the magic trick of uniting the entire globe. If you ever go, as I have done, to one of the horrendous international junkets which film studios hold to promote their latest blockbusters, you’ll encounter a single extraordinary language that, say, the Brazilian, Swedish, Japanese and Italian reporters use both to chat with one another and question the American stars.

This is the language of science, commerce, global politics, aviation, popular music and, above all, the internet. It’s the language that 85 per cent of all Europeans learn as their second language; the language that has become the default tongue of the EU; the language that President Sarkozy of France uses with Chancellor Merkel of Germany when plotting how to stitch up the British.

This magical language is English. It unites the whole world in the way no other language can. It’s arguably the major reason why our little island has such a disproportionately massive influence on global culture: from Shakespeare to Harry Potter, from James Bond to the Beatles.

All those foreigners who are so admirably learning another language are learning the one we already know. So our school pupils don’t need to learn any foreign tongues. They might, of course, do well to become much, much better at speaking, writing, spelling and generally using English correctly. But that’s another argument altogether.

Daily Mail.

Source C Erard, Michael. "Are We Really Monolingual?" New York Times. New York Times, 14 Jan. 2012. Web. 8 May 2013.

The widespread assumption is that few Americans speak more than one language, compared with citizens of other nations — and that we have little interest in learning to speak another. But is this true?

Since 1980, the United States Census Bureau has asked: “Does this person speak a language other than English at home? What is this language? How well does this person speak English?” The bureau reports that as of 2009, about 20 percent of Americans speak a language other than English at home. This figure is often taken to indicate the number of bilingual speakers in the United States.

But a moment’s reflection reveals that the bureau’s question about what you speak at home is not equivalent to asking whether you speak more than one language. I have some proficiency in Spanish and was fluent in Mandarin 20 years ago. But when the American Community Survey (an ongoing survey from the Census Bureau) arrived in my mailbox last month, posing that question, I had to answer no, because we speak only English in my home.

I know I’m not alone. There are countless Americans who speak languages other than English outside their homes: not just those of us who have learned other languages in school or through living abroad, but also employers who have learned enough Spanish to speak to their employees; workers in hospitals, clinics, courts and retail stores who have picked up parts of another language to make their jobs easier; soldiers back from Iraq or Afghanistan with some competency in Arabic, Pashto or Dari; third-generation kids studying their heritage language in informal schools on weekends; spouses and partners picking up the language of a loved one’s family; enthusiasts learning languages with computer software like Rosetta Stone. None of the above are identified as bilingual by the Census Bureau’s question.

Every census in the United States since 1890 (except for one, in 1950) has asked about language characteristics, and its question has always seemed to assume that English is the only language relevant for the aspects of life that take place outside the home. This assumption, though outdated, is somewhat understandable. After all, the bureau’s primary goal in asking this question is not to paint a full and complete portrait of the language proficiencies of Americans but rather to track immigrants’ integration into mainstream American society and to ascertain what services they need, and in what languages. (In October, for instance, the Census Bureau released a list of jurisdictions with large numbers of voters who need voting instructions translated in a language other than English.)

Nonetheless, to better map American language abilities, the census should ask the same question that the European Commission asked in its survey in 2006: Can you have a conversation in a language besides your mother tongue? (The answer, incidentally, dented Europe’s reputation as highly multilingual: only 56 percent of the respondents, who tended to be younger and more educated, said they could.) Until the census question is refined, claims about American monolingualism will almost certainly be overstated.

Source D

Oaks, Ursula. “Foreign-Language Learning: What the United States Is Missing Out On.” Blog.NAFSA.org. NAFSA: Association of International Educators, 20 April 2010. Web. 8 May 2013.

The following is excerpted from a Weblog maintained by NAFSA, a leading professional association based in the United States and dedicated to international education.

It seemed a notably strange coincidence that the day after the Chronicle of Higher Education’s fascinating article about foreign-language acquisition and its remarkable contributions to the human mind and to society, Inside Higher Ed reported that George Washington University’s arts and sciences faculty had voted by an “overwhelming” margin not only to remove its foreign languages and cultures course requirement, but also to set up the new requirements in such a way that introductory foreign language courses can no longer count toward fulfilling any degree requirement in the college. At the same time, GW’s curricular reform is apparently “designed to promote student learning in areas such as global perspectives and oral communications.”

One wonders how “global perspectives” can happen without foreign language. But Catherine Porter (a former president of the Modern Language Association), writing in the Chronicle, puts it rather more bluntly. The lack of foreign-language learning in our society, she states, is “a devastating waste of potential.” Students who learn languages at an early age “consistently display enhanced cognitive abilities relative to their monolingual peers.” This isn’t about being able to impress their parents’ friends by piping up in Chinese at the dinner table—the research is showing that these kids can think better. Porter writes: “Demands that the language-learning process makes on the brain . . . make the brain more flexible and incite it to discover new patterns—and thus to create and maintain more circuits.”

But there’s so much more. Porter points out, as many others have, that in diplomatic, military, professional and commercial contexts, being monolingual is a significant handicap. In short, making the United States a more multilingual society would carry with it untold benefits: we would be more effective in global affairs, more comfortable in multicultural environments, and more nimble-minded and productive in daily life.

One of Porter’s most interesting observations, to me, was about how multilingualism enhances “brain fitness.” My own journey in languages is something for which I cannot claim any real foresight or deliberate intention, but by the age of 16, I spoke English, Hungarian, and French fluently. I’ve managed, through travel and personal and family connections, to maintain all three. One thing I know for sure is that when I get on the phone with my mother and talk to her in Hungarian for 20 minutes, or if I have to type out an email to a friend in Paris, afterwards I feel like I’ve had a mental jog on the treadmill: strangely energized, brain-stretched, more ready for any challenge, whether it’s cooking a new dish or drafting an op-ed. And the connective cultural tissue created by deep immersion in another language cannot be overstated. When I went to Hungary during grad school to research my thesis, I figured: no problem, it’s my native tongue. Yes, but I first learned it when I was a toddler, and never since then. The amount of preparation I had to do to be sure I didn’t miss nuance or cultural cues and didn’t draw conclusions based on erroneous translation, was significant, but well worth it. Time and again, I’ve realized how language can transform our interactions with one another. Porter’s article is a wake-up call that neglecting foreign-language learning is hurting our country in more ways than we realize.

Used with permission of NAFSA: Association of International Educators.

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Source E

“Population 5 Years and Older Who Spoke a Language Other Than English at Home by Language Group and English-Speaking Ability: 2007.” Table in “Language Use in the United States: 2007.” United States Census Bureau. United States Census Bureau, April 2010. Web. 8 May 2013.

The following is adapted from a table in a report from the 2007 American Community Survey (United States Census Bureau) on language use in the United States.

Population 5 Years and Older Who Spoke a Language Other Than English at Home by Language Group and English-Speaking Ability: 2007

(For information on confidentiality protection, sampling error, nonsampling error, and definitions, see www.census.gov/acs/www/)

Characteristic Total people English-speaking ability Very well Well Not well Not at all NUMBER Population 5 years and older 280,950,438 (X) (X) (X) (X) Spoke only English at home 225,505,953 (X) (X) (X) (X) Spoke a language other than English at home 55,444,485 30,975,474 10,962,722 9,011,298 4,494,991

Spoke a language other than English at home 55,444,485 30,975,474 10,962,722 9,011,298 4,494,991

Spanish or Spanish Creole 34,547,077 18,179,530 6,322,170 6,344,110 3,701,267

Other Indo-European languages 10,320,730 6,936,808 2,018,148 1,072,025 293,749 Asian and Pacific Island languages 8,316,426 4,274,794 2,176,180 1,412,264 453,188 Other languages 2,260,252 1,584,342 446,224 182,899 46,787

(X) Not applicable. Note: Margins of error for all estimates can be found in Appendix Table 1 at . For more information on the ACS, see . Source: U.S. Census Bureau, 2007 American Community Survey.

Source F Cohen, Paul. “The Rise and Fall of the American Linguistic Empire.” Dissent 59.4 (2012): 20-21. Web. 10 Sept. 2013.

It would … be a big mistake to overestimate the reach of English. Though it is widely assumed that the planet is becoming more linguistically homogeneous, hard evidence suggests otherwise. Most of the approximately six thousand languages in use today are indeed spoken by relatively small communities, nearly half by populations of less than ten thousand. Although a great many of these idioms are in danger of dying, many new languages and dialects are coming into existence as well. More broadly, there are a number of major world languages other than English, used by large portions of the planet’s inhabitants, in the context of dynamic social, cultural, and economic activities. Fifteen idioms are spoken by at least one hundred million people—including Spanish, Hindi, Arabic, Japanese, Portuguese, and French. At around one billion, there are more than twice as many speakers of Mandarin Chinese as of English. Chinese is almost as equally present on the Internet as English. India, home to the world’s largest film industry, produces movies in a staggering number of languages: in 2010 alone, 1,274 films were produced in a total of twenty-three languages—of these, 215 were shot in Hindi, 202 in Tamil, 181 in Telugu, 143 in Kannada, 116 in Marathi, 110 in Bengali, and 105 in Malayalam (and 117 films were dubbed from one regional language to another). Only seven were produced in English. While the Moroccan government joined the broader trend in English-language higher education when it opened the anglophone Al Akhawayn University in Ifrane in the 1990s, it is also currently breaking ground for a French-language engineering school in partnership with France’s elite École des Mines. Once outside Tokyo, try navigating Japan with only English. In the central Asian republics, Russian will get you a lot further than English, just as French will in most of West Africa. Good luck, by the way, to any well-meaning monolingual American doctor who heads off to treat villagers in Mali, Angola, or Chad.

Though you wouldn’t guess it from current trends in higher education, the United States is itself home to a multilingual society—and is becoming more so with each passing year. Consider that the number of native Spanish- speakers in the United States has doubled since 1990, and is spoken at home today by 37 million people. There is a vast and rapidly growing domestic Spanish-language market: the U.S.-based Spanish-language broadcaster Univision is today the fifth-largest television network by audience in the country. Savvy executives doing business in Miami or California don’t need to be told the value of hiring Spanish-speakers. The day when candidates for national office will need to speak Spanish may not be very far off.

Are We Really Monolingual? - The New York Times 5/14/16, 3:15 PM

SundayReview Are We Really Monolingual? Gray Matter

By MICHAEL ERARD JAN. 14, 2012

AMERICANS are often told that in today’s globalized world, we are at a competitive disadvantage because of our lazy monolingualism. “For too long, Americans have relied on other countries to speak our language,” Secretary of Education Arne Duncan said at the Foreign Language Summit in 2010. “But we won’t be able to do that in the increasingly complex and interconnected world.”

answer no, because we speak only English in my home.

Every census in the United States since 1890 (except for one, in 1950) has asked about language characteristics, and its question has always seemed to http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=0 Page 1 of 2 Are We Really Monolingual? - The New York Times 5/14/16, 3:15 PM

asked about language characteristics, and its question has always seemed to assume that English is the only language relevant for the aspects of life that take place outside the home. This assumption, though outdated, is somewhat understandable. After all, the bureau’s primary goal in asking this question is not to paint a full and complete portrait of the language proficiencies of Americans but rather to track immigrants’ integration into mainstream American society and to ascertain what services they need, and in what languages. (In October, for instance, the Census Bureau released a list of jurisdictions with large numbers of voters who need voting instructions translated in a language other than English.)

The celebrated multilingualism of not just Europe but also the rest of the world may be exaggerated. The hand-wringing about America’s supposed linguistic weakness is often accompanied by the claim that monolinguals make up a small worldwide minority. The Oxford linguist Suzanne Romaine has claimed that bilingualism and multilingualism “are a normal and unremarkable necessity of everyday life for the majority of the world’s population.”

But the statistics tell a murkier story. Recently, the Stockholm University linguist Mikael Parkvall sought out data on global bilingualism and ran into problems. The reliable numbers that do exist cover only 15 percent of the world’s 190-odd countries, and less than one-third of the world’s population. In those countries, Mr. Parkvall calculated (in a study not yet published), the average number of languages spoken either natively or non-natively per person is 1.58. Piecing together the available data for the rest of the world as best he could, he estimated that 80 percent of people on the planet speak 1.69 languages — not high enough to conclude that the average person is bilingual.

Multilinguals may outnumber monolinguals, but it’s not clear by how much. The average American may be no more monolingual or less multilingual than any other average person elsewhere on the planet. At the very least, we can’t say for sure — not in any language.

Michael Erard is the author of “Babel No More: The Search for the World’s Most Extraordinary Language Learners.”

A version of this op-ed appears in print on January 15, 2012, on page SR12 of the New York edition with the headline: Are We Really Monolingual?.

http://www.nytimes.com/2012/01/15/opinion/sunday/are-we-really-monolingual.html?_r=0 Page 2 of 2 The Rise and Fall of the American Linguistic Empire | Dissent Magazine 3/25/19, 1043 PM

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Z{sskxy h{orjy noy igyk {vut g vxulu{tjrÄ xkj{izo|k {tjkxyzgtjotm ul kj{igzout5 Ooy |oyout ul nomnkx kj{igzout oy utk goskj gz otyzorrotm gvvrokj yqorry3 znuyk zngz gjj |gr{k3 sg~osoÅk {zorozÄ l{tizouty3 gtj osvxu|k kiutusoi vxuj{izo|ozÄ5 [nu{mn nk vxuzkyzy noy rohkxgr gxzy muuj lgozn3 nk irkgxrÄ ykky znk l{z{xk nkgjkj ot gt ktzoxkrÄ jollkxktz joxkizout5 ¡Vl iu{xyk3 }kƒrr gr}gÄy rkgxt lxus noyzuxÄ3¬ Z{sskxy }xozky3 ¡I{z znk igvgiozÄ lux gtgrÄyoy hkÄutj yosvrk xklrkizout ngy mxkgzrÄ otixkgykj¬ zngtqy zu znk yuiogr gtj ngxj yioktiky5 IÄ vuyozotm gt {tjkxyzgtjotm ul rgtm{gmk gy {zorozgxogt gy noy |oyout ul kj{igzout3 Z{sskxy gyy{sky grr rgtm{gmky zu hk tk{zxgr skjog lux iuss{toigzout3 {tjollkxktzogzkj |knoirky lux znk zxgtysoyyout ul iutzktz5 [nk skjo{s oy jkiojkjrÄ tuz znk skyygmk¿gtj ozƒy znk skyygmk zngz sgzzkxy3 tuz znk vgxzoi{rgx rotm{oyzoi yÄyzks ot }noin oz oy jkro|kxkj5 Pt y{in g l{tizoutgroyz iutikvzout ul }ngz yz{jktzy ynu{rj rkgxt3 znkxk igt hk tu xuus lux iutyojkxotm znk irgyyoigr ux |kxtgi{rgx rozkxgz{xky gy }uxznÄ ul yz{jÄ ot gtj ul znksykr|ky3 rkz grutk lux znk ojkg zngz xkgjotm znks ot znk uxomotgr somnz iut|kÄ yuskznotm yvkioloi gtj otjoyvktyghrk5 No|kt p{yz nu} iktzxgr znk yz{jÄ ul rgtm{gmk gtj rozkxgz{xk ngy hkkt zu }kyzkxt qtu}rkjmk yotik Htzow{ozÄ3 gtj zu nomnkx kj{igzout yotik znk ixkgzout ul znk {to|kxyozÄ ot skjok|gr L{xuvk3 oz oy tuznotm ynuxz ul gyzutoynotm zu hknurj znk luxskx vxkyojktz ul znk }uxrjƒy suyz vxkyzomou{y otyzoz{zoutgr nkox zu znk n{sgtouxky rozzkxgk xotm znkox jkgzn qtkrr5

IÄ jktÄotm rgtm{gmk gtÄ i{rz{xgr3 rozkxgxÄ3 ux rotm{oyzoi yvkioloiozÄ3 Z{sskxy iutyzx{ky rgtm{gmk hgxxokxy zu vuyk k~ir{yo|krÄ vxgizoigr ingrrktmky3 yksouzoi mgvy zngz tkkj zu hk hxojmkj ot uxjkx zu sgqk iuss{toigzout vuyyohrk5 Pz oy lux znoy xkgyut zngz nk ykky ot ¡Ltmroynƒy kskxmktik gy znk mruhgr rgtm{gmk¬ /sÄ ksvngyoy0 znk hkmottotm ul g }utjxu{y rotm{oyzoi {zuvog3 }nkxk znk vkyqÄ https://www.dissentmagazine.org/article/the-rise-and-fall-of-the-american-linguistic-empire Page 3 of 15 The Rise and Fall of the American Linguistic Empire | Dissent Magazine 3/25/19, 1043 PM

ingrrktmk ul ixuyy4i{rz{xgr {tjkxyzgtjotm }orr gz rutm rgyz hk xkyur|kj5 [nk lgiz zngz Ltmroyn oy tu} }ojkrÄ yvuqkt gy g ykiutj rgtm{gmk znkxkluxk rohkxgzky gtmruvnutky lxus znk tkkj zu yz{jÄ luxkomt rgtm{gmky5 Pt znk gmk ul znk Ptzkxtkz3 pkz goxvrgtky3 gtj mruhgroÅgzout3 znk }uxrj ngy hkiusk g |orrgmk3 gtj Ltmroyn oy ozy iussut zutm{k5 ¡^nork znkxk oy tu mgotygÄotm znk otyomnzy zngz iusk lxus sgyzkxotm g rgtm{gmk3 oz }orr u|kx zosk hkiusk rkyy kyyktzogr5¬

Lyyktzogr lux }ngz3 utk somnz gyqF Z{sskxy osgmotky {to|kxyozoky vxkvgxotm l{z{xk mktkxgzouty lux g |kxÄ yvkioloi ykz ul zgyqyA zgiqrotm znk lotgtiogr ixoyoy3 ¡juotm h{yotkyy ot Hyog3 zxkgzotm vgzoktzy ot Hlxoig ux nkrvotm xkyur|k iutlroizy ot znk Tojjrk Lgyz5¬ [ngz Z{sskxy ikrkhxgzky Nkuxmk Tgxyngrr lux rkgjotm znk yzghoroÅgzout ul Jurj ^gx ^kyzkxt L{xuvk gtj Kg|oj Wkzxgk{y lux joxkizotm iu{tzkx4oty{xmktiÄ igsvgomty ot Pxgw gtj Hlmngtoyzgt sgqky irkgx zngz nk otzktjy {to|kxyozÄ kj{igzout zu hk k|gr{gzkj ot romnz ul \5Z5 yzxgzkmoi otzkxkyzy5 Pt znk hxg|k tk} rotm{oyzoi }uxrj uvktotm {v hkluxk {y3 Ltmroyn oy grr zngz znk rkgjkxy }nu }orr x{t znk \5Z5 mu|kxtsktz3 sgtgmk Hskxoigƒy h{yotkyyky3 h{xtoyn ozy otzkxtgzoutgr osgmk gy Wkgik Juxvy |ur{tzkkxy3 yzgll ozy Muxkomt Zkx|oik3 gtj lomnz ozy }gxy }orr k|kx tkkj5

]ok}kj ot znoy iutzk~z3 Ltmroyn ozykrl ullkxy g jkiojkjrÄ rkyy tk{zxgr rotm{oyzoi |knoirk zngt g i{xyuxÄ xkgjotm ul y{in gxm{sktzy somnz y{mmkyz5 Soqk grr {zuvogy3 znoy vgxzoi{rgx jxkgs ul g rotm{oyzoigrrÄ {tolokj }uxrj igxxoky nkg|Ä vurozoigr gtj yuiogr |grktik5 [nk rkgxtkj krozky gixuyy ^kyzkxt L{xuvk }nu huzn iuss{toigzkj ot gtj ikrkhxgzkj Sgzot lux u|kx g sorrktto{s gryu yngxkj g iussut Jnxoyzogt lgozn gtj g |ktkxgzout lux gtioktz Yusk5 Tuxk xkiktzrÄ3 znk ixkgzuxy gtj vxusuzkxy ul Lyvkxgtzu yg} ot znoy rotm{oyzoigrrÄ yosvrolokj iujk lxkkj ul gtÄ gyyuiogzouty }ozn g yvkioloi tgzout4yzgzk g skgty zu luyzkx {to|kxygr vkgik gtj yuiogroys5 Mux Z{sskxy3 Ltmroyn oy znk rgtm{gmk ul mruhgroÅgzout3 znk rotm{oyzoi otlxgyzx{iz{xk lux znk jkxkm{rgzkj ioxi{rgzout ul igvozgr3 muujy3 krozky3 gtj otluxsgzout5 Pz gryu l{xtoynky znk rotm{oyzoi sojjrk mxu{tj lux Hskxoigt jovrusgiÄ gtj sorozgxÄ gizout5 ^k gxk ot|ozkj zu osgmotk znk z}ktzÄ4loxyz iktz{xÄ gy g Mxgtioy M{q{Ägsgøroqk ktj zu rotm{oyzoi noyzuxÄ3 sgxqkj hÄ znk uxmgtoi zxo{svn ul igvozgroys3 rohkxgr jksuixgiÄ3 Hskxoigt nkmksutÄ3 gtj znk ojous ul Hjgs Zsozn gtj Qunt Muyzkx K{rrky5 Ltmroyn oy gz utik g iutykw{ktik gtj gt otyzx{sktz ul Hskxoigt osvkxogr vu}kx3 gt gvvxkioghrk gyykz lux Hskxoigt gtmruvnutky ot znk z}ktzÄ4loxyz4iktz{xÄ mruhgr iutzkyz lux iusvkzozo|k gj|gtzgmk3 vxuyvkxozÄ3 gtj vu}kx5

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^k gxk ot|ozkj zu osgmotk znk z}ktzÄ4loxyz iktz{xÄ gy g Mxgtioy M{q{Ägsgøroqk ktj zu rotm{oyzoi noyzuxÄ3 sgxqkj hÄ znk uxmgtoi zxo{svn ul igvozgroys3 rohkxgr jksuixgiÄ3 Hskxoigt nkmksutÄ3 gtj znk ojous ul Hjgs Zsozn gtj Qunt Muyzkx K{rrky5

[nuyk }nu ng|k yz{jokj znk noyzuxÄ ul rgtm{gmk }orr hk xksotjkj ul uznkx rotm{oyzoi ksvoxky5 Htioktz Yusk vxu{jrÄ vrgtzkj Sgzotƒy hgttkx gixuyy ozy |gyz Tkjozkxxgtkgt ksvoxk3 gtj ozy sksuxÄ ngy jklotkj znk ojkg ul rotm{oyzoi ksvoxk lux znotqkxy ot znk ^kyz k|kx yotik5 Htzutou Ukhxopg lgsu{yrÄ jkjoigzkj znk loxyz mxgssgx ul znk Zvgtoyn rgtm{gmk zu Pyghkrrg ul Zvgot ot 8;@9¿znk ygsk Äkgx znk Zvgtoyn ixu}t iutw{kxkj znk rgyz ul znk Phkxogt zkxxozuxoky {tjkx T{yros x{rk gtj Jur{sh{y rgoj irgos zu Ooyvgtourg¿jkirgxotm zngz ¡rgtm{gmk ngy gr}gÄy hkkt znk iusvgtout ul ksvoxk5¬ [nk Mxktin vukz Wokxxk jk Yutygxj }gtzkj qotmy zu sgqk znoy sg~os xuÄgr vuroiÄA ¡Wxotiky ynu{rj hk tu rkyy jkyoxu{y zu k~vgtj znk hu{tjgxoky ul znkox ksvoxk zngt zu yvxkgj znkox rgtm{gmk gsutm grr znk tgzouty5¬ Ju{tzrkyy }u{rj4hk kj{igzoutgr xkluxskxy hkluxk Z{sskxy ng|k sgjk znk ygsk l{tizoutgroyz gxm{sktz gmgotyz znk yz{jÄ ul luxkomt zutm{ky5 H yo~zkktzn4iktz{xÄ Mxktin gvuznkigxÄ igrrkj lux zkginotm skjoiotk ot Mxktin xgznkx zngt znk Sgzot ot }noin {to|kxyozÄ zkginotm zuuq vrgik ot noy jgÄ3 jkirgxotm3 ¡Pz oy kgyokx zu yz{jÄ ot utkƒy rgtm{gmk3 zngt oz oy zu ng|k zu yz{jÄ ot luxkomt rgtm{gmky5¬ Zusk ul noy iutzksvuxgxoky p{jmkj zngz tuhrky }kxk }gyzotm znkox zosk ut Sgzot gtj Nxkkq gtj ynu{rj jk|uzk znksykr|ky zu suxk vxgizoigr y{hpkizy y{in gy nuxyksgtynov3 lktiotm3 noyzuxÄ3 mkumxgvnÄ3 gtj mkuskzxÄ3 }noin }u{rj sgqk znks hkzzkx sorozgxÄ iussgtjkxy5 Htj z}ktzÄ4loxyz4iktz{xÄ Hskxoigty gxk hÄ tu skgty znk loxyz zu vxuirgos znk {to|kxygrozÄ ul znkox |kxtgi{rgx5 Pt znk rgzk yk|ktzkktzn iktz{xÄ3 g skshkx ul znk Mxktin HigjksÄ hxgmmkj tuz utrÄ zngz znk ¡Mxktin rgtm{gmk oy zujgÄ znk rgtm{gmk ul g mxkgz Rotmjus3¬ h{z zngz oz }gy gryu ¡g rgtm{gmk }noin oy hÄ tu skgty ktiruykj }oznot znk rosozy ul Mxgtik3 }noin oy i{rzo|gzkj }ozn Åkgr hÄ luxkomtkxy5¬ [nk vxusuzkxy ul Ltmroyn jxg} lxus g |ktkxghrk yzuiq ul iussutvrgiky zu vgotz znkox vuxzxgoz ul g mruhgr gtmruvnutk l{z{xk5

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Z{sskxyƒy ikrkhxgzout ul znk mruhgr xkgin ul Ltmroyn igt utrÄ hk xkgj gy gt {tghgynkj gvurumÄ lux Hskxoigt ksvoxk5 IÄ k|kt znk suyz yzxgzkmoigrrÄ ngxj4 nkgjkj ixozkxog3 nu}k|kx3 igjxky jxg}t lxus g suturotm{gr Hskxoigt krozk gxk g vuux inuoik gy gshgyygjuxy ul \5Z5 otzkxkyzy5 Psgmotk lux g susktz }ngz Hskxoigƒy otzkxrui{zuxy ghxugj¿ygÄ3 znk sotoyzkx ul luxkomt gllgoxy ul [{toyogƒy kskxmotm jksuixgiÄ3 Jnotgƒy jkrkmgzout zu znk ^uxrj [xgjk VxmgtoÅgzout3 ux iuxvuxgzk k~ki{zo|ky ot X{ìhki¿znotq }nkt lgikj }ozn Hskxoigt iu{tzkxvgxzy }nu k~vkiz znks zu iuss{toigzk k~ir{yo|krÄ ot Ltmroyn5 Pt znk ygsk }gÄ zngz Hskxoigt vu}kx ixkgzky gyÄsskzxoigr mkuvurozoigr gtj kiutusoi xkrgzoutynovy }ozn ikxzgot vgxzy ul znk }uxrj3 yu zuu juky znk xkrogtik ut Ltmroyn gy gt otzkxtgzoutgr rotm{g lxgtig ktmktjkx i{rz{xgr gyÄsskzxoky }ozn tut4gtmruvnutk i{rz{xky5 Ou}k|kx }ojkyvxkgj znk sgyzkxÄ ul Ltmroyn oy ot gigjksoi3 h{yotkyy3 gtj jovrusgzoi ioxirky zujgÄ3 zu ikgyk zkginotm rgtm{gmky oy w{ozk yosvrÄ g xkiovk lux i{rzo|gzotm gtzo4Hskxoigt xkyktzsktz gxu{tj znk }uxrj5 Sgtm{gmky ng|k gr}gÄy hkkt suxk zngt yksouzoi yÄyzksy lux znk zxgtysoyyout ul otluxsgzout3 gtj znk hkrokl zngz Ltmroynƒy yzgz{y gy g mruhgr ojous }orr kgyk z}ktzÄ4loxyz4iktz{xÄ rolk hkroky znkox vu}kxl{r yÄshuroi ingxmk3 tuzghrÄ gy hgttkxy lux tgzoutgr3 kzntoi3 yuiogr3 gtj i{rz{xgr ojktzozoky5

Htj p{yz nu} mruhgr oy znk Ltmroyn zngz }orr grrkmkjrÄ y{lloik lux Hskxoigƒy l{z{xkF [nkxk oy3 ul iu{xyk3 tu w{kyzout ghu{z ozy ktuxsu{y xkgin5 Lyzosgzky v{z znk t{shkx ul Ltmroyn4yvkgqkxy /huzn gy g tgzo|k gtj g ykiutj zutm{k0 gz tkgx lo|k n{tjxkj sorrout5 Htmruvnutk zu{xoyzy zxg|krotm ot sgtÄ vgxzy ul znk }uxrj gxk mktkxgrrÄ xkrok|kj zu joyiu|kx zngz znkÄ igt mkz hÄ }ozn Ltmroyn5 \to|kxyozoky gixuyy L{xuvk ng|k y}ozinkj znkox rgtm{gmk ul otyzx{izout ot ikxzgot jkmxkk vxumxgsy ktzoxkrÄ zu Ltmroyn5 Htmruvnutky sgx|kr gz znk osvxkyyo|k sgyzkxÄ ul Ltmroyn joyvrgÄkj hÄ }krr4kj{igzkj otzkxrui{zuxy lxus znk Ukznkxrgtjy3 Zigtjotg|og3 gtj NkxsgtÄ5 [nk }uxqotm rgtm{gmk lux znk iuysuvurozgt iuss{tozÄ ul ktmotkkxy gtj sgtgmkxy ksvruÄkj hÄ znk L{xuvkgt gkxuyvgik mogtz zngz sgt{lgiz{xky Hoxh{y goxixglz oy Ltmroyn5 Pt vuxzy gtj ut znk nomn ykgy3 ynovyƒ igvzgoty iuss{toigzk ot g yzgtjgxjoÅkj luxs ul Ltmroyn qtu}t gy Zkgyvkgq5 Woruzy gtj gox zxglloi iutzxurrkxy rkgxt g yosorgx luxs qtu}t gy H|ogzout Ltmroyn5 ^uxrj rkgjkxy zujgÄ mktkxgrrÄ ingz ot Ltmroyn }nkt znkÄ mgznkx gz y{ssozy5 K{xotm Qgiw{ky Jnoxgiƒy vxkyojktiÄ3 k|kt Mxgtik¿znk sujkxt tgzout4 yzgzk zngz ngy ot|kyzkj vkxngvy znk suyz ktkxmÄ gtj xkyu{xiky ot vxusuzotm ozy tgzoutgr |kxtgi{rgx }oznot gtj }oznu{z ozy huxjkxy¿ikgykj otyoyzotm ut znk

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yÄyzksgzoi {yk ul Mxktin ot otzkxtgzoutgr uxmgtoÅgzouty y{in gy znk L{xuvkgt \tout gtj znk \tozkj Ugzouty5

I{z oz }u{rj gryu hk g hom soyzgqk zu u|kxkyzosgzk znk xkgin ul Ltmroyn5 [nu{mn oz oy }ojkrÄ gyy{skj zngz znk vrgtkz oy hkiusotm suxk rotm{oyzoigrrÄ nusumktku{y3 ngxj k|ojktik y{mmkyzy uznkx}oyk5 Tuyz ul znk gvvxu~osgzkrÄ yo~ znu{ygtj rgtm{gmky ot {yk zujgÄ gxk otjkkj yvuqkt hÄ xkrgzo|krÄ ysgrr iuss{tozoky3 tkgxrÄ ngrl hÄ vuv{rgzouty ul rkyy zngt zkt znu{ygtj5 Hrznu{mn g mxkgz sgtÄ ul znkyk ojousy gxk ot jgtmkx ul jÄotm3 sgtÄ tk} rgtm{gmky gtj jogrkizy gxk iusotm otzu k~oyzktik gy }krr5 Tuxk hxugjrÄ3 znkxk gxk g t{shkx ul sgpux }uxrj rgtm{gmky uznkx zngt Ltmroyn3 {ykj hÄ rgxmk vuxzouty ul znk vrgtkzƒy otnghozgtzy3 ot znk iutzk~z ul jÄtgsoi yuiogr3 i{rz{xgr3 gtj kiutusoi gizo|ozoky5 Molzkkt ojousy gxk yvuqkt hÄ gz rkgyz utk n{tjxkj sorrout vkuvrk¿otir{jotm Zvgtoyn3 Ootjo3 Hxghoi3 Qgvgtkyk3 Wuxz{m{kyk3 gtj Mxktin5 Hz gxu{tj utk horrout3 znkxk gxk suxk zngt z}oik gy sgtÄ yvkgqkxy ul Tgtjgxot Jnotkyk gy ul Ltmroyn5 Jnotkyk oy grsuyz gy kw{grrÄ vxkyktz ut znk Ptzkxtkz gy Ltmroyn5 Ptjog3 nusk zu znk }uxrjƒy rgxmkyz lors otj{yzxÄ3 vxuj{iky su|oky ot g yzgmmkxotm t{shkx ul rgtm{gmkyA ot 9787 grutk3 839>; lorsy }kxk vxuj{ikj ot g zuzgr ul z}ktzÄ4znxkk rgtm{gmky¿ul znkyk3 98< }kxk ynuz ot Ootjo3 979 ot [gsor3 8?8 ot [kr{m{3 8;: ot Rgttgjg3 88= ot Tgxgzno3 887 ot Iktmgro3 gtj 87< ot TgrgÄgrgs /gtj 88> lorsy }kxk j{hhkj lxus utk xkmoutgr rgtm{gmk zu gtuznkx05 VtrÄ yk|kt }kxk vxuj{ikj ot Ltmroyn5 ^nork znk Tuxuiigt mu|kxtsktz puotkj znk hxugjkx zxktj ot Ltmroyn4rgtm{gmk nomnkx kj{igzout }nkt oz uvktkj znk gtmruvnutk Hr Hqng}gÄt \to|kxyozÄ ot Plxgtk ot znk 8@@7y3 oz oy gryu i{xxktzrÄ hxkgqotm mxu{tj lux g Mxktin4rgtm{gmk ktmotkkxotm yinuur ot vgxztkxynov }ozn Mxgtikƒy krozk àiurk jky Totky5 Vtik u{zyojk [uqÄu3 zxÄ tg|omgzotm Qgvgt }ozn utrÄ Ltmroyn5 Pt znk iktzxgr Hyogt xkv{hroiy3 Y{yyogt }orr mkz Äu{ g ruz l{xznkx zngt Ltmroyn3 p{yz gy Mxktin }orr ot suyz ul ^kyz Hlxoig5 Nuuj r{iq3 hÄ znk }gÄ3 zu gtÄ }krr4skgtotm suturotm{gr Hskxoigt juizux }nu nkgjy ull zu zxkgz |orrgmkxy ot Tgro3 Htmurg3 ux Jngj5

[nu{mn Äu{ }u{rjtƒz m{kyy oz lxus i{xxktz zxktjy ot nomnkx kj{igzout3 znk \tozkj Zzgzky oy ozykrl nusk zu g s{rzorotm{gr yuiokzÄ¿gtj oy hkiusotm suxk yu }ozn kgin vgyyotm Äkgx5 Jutyojkx zngz znk t{shkx ul tgzo|k Zvgtoyn4yvkgqkxy ot znk \tozkj Zzgzky ngy ju{hrkj yotik 8@@73 gtj oy yvuqkt gz nusk zujgÄ hÄ :> sorrout vkuvrk5 [nkxk oy g |gyz gtj xgvojrÄ mxu}otm juskyzoi Zvgtoyn4rgtm{gmk sgxqkzA znk \5Z54hgykj Zvgtoyn4rgtm{gmk hxugjigyzkx \to|oyout oy zujgÄ znk lolzn4rgxmkyz zkrk|oyout tkz}uxq hÄ g{joktik ot znk iu{tzxÄ5 Zg||Ä k~ki{zo|ky juotm h{yotkyy ot Togso ux Jgroluxtog jutƒz tkkj zu hk zurj znk |gr{k ul noxotm Zvgtoyn4yvkgqkxy5 [nk jgÄ }nkt igtjojgzky lux tgzoutgr ulloik }orr tkkj zu yvkgq Zvgtoyn sgÄ tuz

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hk |kxÄ lgx ull5

L|kt znk tgzout4yzgzky gtj ksvoxky suyz iussozzkj zu vxusuzotm vgxzoi{rgx zutm{ky ng|k ot|kyzkj iutyojkxghrk xkyu{xiky ot kty{xotm zngz znkox igjxky iu{rj yvkgq uznkx rgtm{gmky5 ^ngzk|kx vxojk znkÄ zuuq ot Sgzot3 kj{igzkj Yusgty gryu gr}gÄy rkgxtkj Nxkkq5 Ou}k|kx ot|kyzkj ghyur{zoyz Mxgtik }gy ot vxusuzotm Mxktin3 Su{oy _P] }gy gryu }krr g}gxk ul znk tkkj zu zxgot jovrusgzy gtj otzkxvxkzkxy3 gtj ykz {v yinuury zu znoy kllkiz5 [nk sujkxt Mxktin gtj Ixozoyn ksvoxky ixkgzkj g iutyzkrrgzout ul otyzoz{zouty zu zkgin iurutogr ulloiogry znk rgtm{gmky ul znkox y{hpkiz vkuvrky3 otir{jotm znk yinuur qtu}t gy Sgtm{ky Vƒ3 ot Mxgtik3 lu{tjkj ot 8>@<3 gtj znk Zinuur ul Vxoktzgr gtj Hlxoigt Zz{joky ot Ixozgot3 lu{tjkj ot 8@8;5 \5Z5 sorozgxÄ gtj otzkrromktik gmktioky ng|k tk|kx mo|kt s{in ixkjktik zu znk tuzout zngz Ltmroyn y{lloiky5 Zk|kxgr mktkxgzouty ul Hskxoigt mxgj{gzk yz{jktzy v{xy{kj rgtm{gmk osskxyout yz{joky ghxugj zngtqy zu znk iurj4}gx Muxkomt Sgtm{gmk Hxkgy Zz{joky lkrru}ynovy5 ^nkt znk \5Z5 otzkrromktik kyzghroynsktz joyiu|kxkj ozykrl zu hk }ukl{rrÄ {tjkxyzgllkj }ozn Hxghoi43 \xj{43 Wgynzu43 gtj Kgxo4yvkgqkxy glzkx Zkvzkshkx 883 97783 oz vu{xkj ktuxsu{y xkyu{xiky otzu rgtm{gmk zxgototm5 [nk gtt{gr h{jmkz ul znk Kklktyk Sgtm{gmk Ptyzoz{zk Muxkomt Sgtm{gmk Jktzkx grutk oy zujgÄ u|kx +:77 sorrout5

[nk sgyzkxy ul znk {to|kxyk }nu mgznkx kgin Äkgx gz Kg|uy sgÄ iut|kxyk ot Ltmroyn zujgÄ3 h{z tuznotm m{gxgtzkky zngz znkÄ }orr yzorr ju yu yk|kxgr jkigjky lxus tu}5 Soqk Z{sskxy3 gtioktz Yusgty3 kgxrÄ sujkxt Zvgtogxjy3 znk komnzkktzn4iktz{xÄ Mxktin3 gtj totkzkktzn4iktz{xÄ Ixozuty3 zuu3 osgmotkj zngz znk y{t }u{rj ynotk luxk|kx {vut znkox rotm{oyzoi ksvoxky5 [noy oy huzn zu soyzgqk znk lgizuxy zngz zxgtyluxs vgxzoi{rgx rgtm{gmky otzu }ojkrÄ {ykj skjog lux iuss{toigzout gtj zu tkmrkiz znk xgvojozÄ }ozn }noin vgxzoi{rgx rotm{oyzoi joyvuyozouty igt ingtmk5 [nk xoyk gtj lgrr ul sgpux otzkxtgzoutgr zutm{ky oy gr}gÄy g iusvrk~ gtj {tvxkjoizghrk vxuikyy5 Wu}kxl{r yzgzky gxk ulzkt xkyvutyohrk lux znk joyyksotgzout ul vgxzoi{rgx ojousy5 Sgzot }u{rj tk|kx ng|k yvxkgj ngj Yusk tuz igx|kj u{z g Tkjozkxxgtkgt ksvoxk5 I{z sgtÄ }ojkrÄ yvuqkt skjog lux iuss{toigzout igsk otzu {yk rgxmkrÄ otjkvktjktz ul yzgzk lxgsk}uxqy5 Hxghoi }gy znk rgtm{gmk ul voruzy gixuyy znk Ptjogt Vikgt ot znk skjok|gr gtj kgxrÄ sujkxt vkxoujy3 }krr hkÄutj znk xkgin ul Hxghoi4yvkgqotm yzgzky5 [ngtqy loxyz zu ]ktkzogt ykg zxglloi3 znk ojous jkxo|kj lxus ]ktkzogt jogrkiz gtj qtu}t gy Sotm{g Mxgtig hkigsk g }ojkrÄ {ykj skjo{s ul iuss{toigzout hkz}kkt yvkgqkxy ul jollkxktz rgtm{gmky gixuyy znk kgyzkxt Tkjozkxxgtkgt lxus znk lolzkktzn znxu{mn https://www.dissentmagazine.org/article/the-rise-and-fall-of-the-american-linguistic-empire Page 8 of 15 The Rise and Fall of the American Linguistic Empire | Dissent Magazine 3/25/19, 1043 PM

znk komnzkktzn iktz{xoky /zn{y ullkxotm g mktkxoi tgsk lux grr y{in |knoi{rgx ojousy05 Mxktin yrg|k zxgjkxy tkmuzogzkj znk v{xingyk ul yrg|ky ut znk Htmurgt Jugyz ot znk komnzkktzn iktz{xÄ ot Wuxz{m{kyk3 }krr glzkx znk Wuxz{m{kyk ngj ikgykj hkotm znk jusotgtz iusskxiogr vxkyktik znkxk5 Jnotuuq Qgxmut3 g iutzgiz rgtm{gmk huxt ul otzkxgizouty hkz}kkt Hskxotjogt iuss{tozoky ot znk Wgioloi Uuxzn}kyz ot znk totkzkktzn iktz{xÄ3 ykx|kj gy znk xkmoutƒy vxotiovgr zxgjk rgtm{gmk }krr otzu znk z}ktzokzn iktz{xÄ5

[nk sgyzkxy ul znk {to|kxyk }nu mgznkx kgin Äkgx gz Kg|uy sgÄ iut|kxyk ot Ltmroyn zujgÄ3 h{z tuznotm m{gxgtzkky zngz znkÄ }orr yzorr ju yu yk|kxgr jkigjky lxus tu}5

[nk i{rz{xgr yzgz{y }ozn }noin vkuvrk ktju} otjo|oj{gr rgtm{gmky igt gryu ullkx vu}kxl{r otiktzo|ky lux znkox yvxkgj gtj j{xghorozÄ5 Pz }gy Sgzotƒy ossktyk vxkyzomk zngz iutzot{kj zu gzzxgiz gtj hotj zumkznkx xkromou{y3 gjsotoyzxgzo|k3 gtj i{rz{xgr krozky ot s{in ul L{xuvk lux suxk zngt g znu{ygtj Äkgxy glzkx Yuskƒy lgrr5 Ptjo|oj{gr rgtm{gmky igt ktzkx otzu }ojk {yk }ozn y{xvxoyotm yvkkj5 Mxktin hkigsk mktkxgroÅkj gy g vurozk rgtm{gmk ul krozk yuioghorozÄ gsutm L{xuvkgt gxoyzuixgzy ot g ynuxz vkxouj ul zosk ot znk ykiutj ngrl ul znk yk|ktzkktzn iktz{xÄ5 [nk xoyk ul Ltmroyn zu mruhgr yzgz{xk ngy hkkt k|kt suxk xgvojA oz utrÄ hkigsk gt uhromgzuxÄ y{hpkiz ot L{xuvkgt yinuury u|kx znk vgyz lk} jkigjky3 lux k~gsvrk3 gtj Zkgyvkgq igsk otzu hkotm ot znk 8@?7y5 Ptzkxtgzoutgr rgtm{gmky igt jkirotk ux joygvvkgx p{yz gy xgvojrÄ5 Mk} zujgÄ xkigrr zngz Pyzgth{rƒy sojjrk irgyyky yvuqk Mxktin {v {tzor znk 8@<7y5

Pz iu{rj k|kt hk gxm{kj zngz Ltmroynƒy yzgz{y gy g mruhgr rotm{g lxgtig oy vgxzoi{rgxrÄ lxgmork3 lux z}u xkgyuty5 Moxyz3 u{zyojk ul Ixozgotƒy luxskx ykzzrkx iurutoky3 znk |gyz sgpuxozÄ ul ozy rui{zuxy yvkgq oz gy g ykiutj rgtm{gmk3 g lgiz zngz sgqky l{z{xk ynolzy ot xkmoutgr ux mruhgr rotm{g lxgtigy y{hyzgtzogrrÄ suxk roqkrÄ5 Zkiutj3 ot znk ghyktik ul iutikxzkj i{rz{xgr vuroioky goskj gz ktju}otm Ltmroyn }ozn nomn i{rz{xgr vxkyzomk ul znk yuxz vxk|ou{y ksvoxky ng|k ktmgmkj ot /Mxgtik ux Zvgot lux k~gsvrk03 Ltmroyn juky tuz ktpuÄ znk ygsk qotj ul yuiogr igvozgr zngz sgqky yusk rgtm{gmky vuzktzogrrÄ yu gzzxgizo|k5 Pyzgth{rƒy sojjrk irgyyky yvuqk Mxktin tuz hkig{yk Mxgtik }gy znk iurutogr u|kxruxj¿znk iozÄ ngj

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lux iktz{xoky hkkt znk igvozgr ul gtuznkx osvkxogr yvgik3 znk vr{xorotm{gr Vzzusgt Lsvoxk¿h{z hkig{yk Mxktin }gy g vurozoigrrÄ tk{zxgr gtj i{rz{xgrrÄ vxkyzomou{y rotm{g lxgtig5 Zz{jktzy gxu{tj znk }uxrj lruiq zu Hrrogtik Mxgtígoyk rgtm{gmk irgyyky lux g xgtmk ul otzgtmohrk i{rz{xgr suzo|ky5 Pl3 gy znk gj iuvÄ lux g Wgxoy4 hgykj rgtm{gmk yinuur vxuirgosy3 znk utrÄ xkgyut zu yz{jÄ Hskxoigƒy rgtm{gmk oy zu sgyzkx ¡^grr Zzxkkz Ltmroyn3¬ }ngz }orr yzuv znk tk~z mktkxgzout ul igxkkx4 sotjkj Wgxoyogty lxus vxklkxxotm ¡Ikopotm Motgtiogr Zzxkkz Tgtjgxot¬F [noy ynu{rj vkxngvy mo|k {to|kxyozÄ vxkyojktzy vg{yk hkluxk k~vkrrotm znk yz{jÄ ul Ltmroyn rozkxgz{xk zu znk gigjksÄƒy sgxmoty5

\rzosgzkrÄ3 oz oy ngxj tuz zu osgmotk Tgtjgxot Jnotkyk zgqotm ut otixkgyotm }komnz5 Jnotgƒy xgvojrÄ mxu}otm kiutusoi gtj sorozgxÄ vu}kxB znk ynkkx t{shkxy ul Tgtjgxot4yvkgqkxyB Jnotkykƒy n{mk Ptzkxtkz luuzvxotzB gtj znk vxkyktik ul rgxmk t{shkxy ul Jnotkyk iusvgtoky3 }uxqkxy3 gtj jogyvuxgy gixuyy znk }uxrj zujgÄ grr y{mmkyz zngz Ltmroyn }orr ng|k vrktzÄ ul iusvgtÄ ut znk mruhgr rotm{oyzoi yzgmk5 Jutyojkx znk lurru}otm lgizyA Jnotkyk4rgtm{gmk Ptzkxtkz vktkzxgzout mxk} g lrghhkxmgyzotm 83;>? vkxiktz u|kx znk rgyz jkigjk3 iusvgxkj zu utrÄ :78 vkxiktz lux LtmroynB znk Jnotkyk mu|kxtsktz gtj vxo|gzk ykizux ng|k ot|kyzkj horrouty ul jurrgxy ot otlxgyzx{iz{xk vxupkizy gixuyy Hlxoig3 }nkxk suxk zngt ><73777 Jnotkyk tgzoutgry ro|k zujgÄB gtj Jnotg ngy nkrvkj zu ktmotkkx znk xkzxkgz ul znk Ltmroyn rgtm{gmk ot utk ul znk }uxrjƒy hommkyz lotgtiogr igvozgry¿Outm Rutm¿yotik znk ngtju|kx lxus znk \tozkj Rotmjus ot 8@@>5 Vznkx yomty ul Jnotgƒy rotm{oyzoi xoyk ghu{tj¿utrÄ znoy vgyz Q{tk3 znk Uk} `uxq [osky rg{tinkj gt utrotk Jnotkyk4 rgtm{gmk kjozout5

[nkxk gxk zn{y sgtÄ xkgyuty zu xkpkiz vxuvnkioky ul gt gtmruvnutk l{z{xk5 [nuyk iussozzkj zu znk otzxotyoi |gr{k ul yz{jÄotm znk n{sgtozoky gtj iut|otikj ul znkox igvgiozÄ zu uvkt sotjy3 i{rzo|gzk ixozoigr znotqotm3 gtj otyzorr gt gvvxkiogzout lux znk muuj gtj znk hkg{zol{r }orr tgz{xgrrÄ hk w{oiq zu xkpkiz znks5 I{z znk gxm{sktz lux Ltmroyn utrÄ oy gryu3 oz s{yz hk ygoj3 g xkiovk lux xkvxuj{iotm {mrÄ Hskxoigty5 [nkxk gxk vxgizoigr xkgyuty lux znk yz{jÄ ul luxkomt rgtm{gmky gy }krrA vkxoujy ul otzktyk zxgtytgzoutgr somxgzout gtj iusskxiogr k~ingtmk roqk u{x u}t gxk vxkioykrÄ }nkt rotm{oyzoi yqorry zgqk ut vgxzoi{rgx osvuxzgtik5 MotgrrÄ3 znk gxm{sktz lux g suturotm{gr {to|kxyozÄ hkzxgÄy g vxulu{tj soy{tjkxyzgtjotm ul znk rkyyuty ul noyzuxoigr vxkikjktz3 znk rotm{oyzoi yoz{gzout gxu{tj znk }uxrj zujgÄ3 gtj znk iutyojkxghrk {tikxzgotzoky y{xxu{tjotm u{x rotm{oyzoi l{z{xk5 Sotm{oyzoi vr{xgrozÄ ngy gr}gÄy hkkt znk noyzuxoigr tuxs3 gtj {to|kxyozoky ynu{rj vxkvgxk znkox https://www.dissentmagazine.org/article/the-rise-and-fall-of-the-american-linguistic-empire Page 10 of 15 The Rise and Fall of the American Linguistic Empire | Dissent Magazine 3/25/19, 1043 PM

yz{jktzy lux znoy lgiz5 ^k igttuz vxkjoiz znk l{z{xk3 rotm{oyzoi ux uznkx}oyk5 [nk xoyk ul Jnotg zu y{vkxvu}kx yzgz{y oy tuz otk|ozghrk¿ozy kiutusÄ iu{rj yzgrr3 znk Jnotkyk ksvoxk iu{rj hxkgq {v3 znk Juss{toyz WgxzÄ iu{rj ruuyk ozy mxov ut vu}kx5 Uux oy znk jkirotk gtj lgrr ul znk \tozkj Zzgzky otkr{izghrk5 I{z znkÄ gxk vuyyohrk5 [nk Wg~ Hskxoigtg sgÄ ng|k yvuqkt /yusk0 Ltmroyn3 h{z tuznotm m{gxgtzkky zngz mruhgr igvozgroys }orr iutzot{k zu ju yu5

Wg{r Junkt oy gt gyyuiogzk vxulkyyux ul noyzuxÄ gz znk \to|kxyozÄ ul [uxutzu i{xxktzrÄ }uxqotm ut g huuq4rktmzn yz{jÄ ul znk ot|ktzout ul Mxktin gy g tgzoutgr rgtm{gmk ot kgxrÄ sujkxt Mxgtik5

H{znuxƒy tuzk3 Qgt5 @3 978:A Vtk xkgjkx ngy nkrvl{rrÄ vuotzkj u{z zngz znk Ixozoyn mu|kxtsktzƒy 977; kj{igzout xkluxs sgjk luxkomt4rgtm{gmk yz{jÄ uvzoutgr lux yz{jktzy kshgxqotm ut znkox Nktkxgr Jkxzoloigzk ul ZkiutjgxÄ Lj{igzout /NJZL03 }noin Ixozoyn yz{jktzy mktkxgrrÄ hkmot gz gmk 8;3 y{mmkyzotm zngz sÄ {yk ul znk zkxs ¡ykiutjgxÄ yinuur¬ somnz hk soyrkgjotm5 IÄ ¡ykiutjgxÄ yinuur¬3 P skgtz }ngz Hskxoigty znotq ul gy ¡nomn yinuur¬ /mxgjky @4893 }noin yz{jktzy iusvrkzk gz xu{mnrÄ znk gmky ul 8;48?05

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