Language Empires, Linguistic Imperialism, and the Future of Global Languages
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Resisting the Coloniality of English: a Research Review of Strategies
FUNIE HSU San José State University Resisting the Coloniality of English: A Research Review of Strategies The colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of English teaching given the realities of the colonial context. The purpose of this article is to present a brief overview of the different proposed strategies for address- ing the enduring influence of colonialism in English lan- guage teaching. Specifically, it provides a research review of the various methods and pedagogical applications for addressing colonialism in English instruction. This article is intended as a resource to aid practitioners in working reflectively with the continuing effects of colonial English while moving toward decolonial options for English lan- guage teaching. The theme of my set tonight will be colonialism—which is why I will be speaking only in English. (Hari Kondabolu) Introduction n 1888, Commissioner of Indian Affairs J. D. C. Atkins declared that English instruction would provide a method to educate In- dians out of their barbarous ways. “The first step to be taken -to Iward civilization,” Atkins exclaimed, “toward teaching the Indians the mischief and folly of continuing in their barbarous practices, is to teach them the English language” (p. 679). His sentiment captures the complex, intertwined relationship between colonialism, English language teaching,1 and what Omi and Winant (1994) term the pro- cess of racialization. -
The Role of Applied ELT in Globalization 1. Introduction
Archive of SID The Role of Applied ELT in Globalization Zeinab Azizi Ferdowsi University of Mashhad Abstract Globalization is profoundly recognized as a social structure that transforms the lives of people around the world and also links their lives to global interrelations. Today the world is called as a global village which described how the globe has been contracted into a village and how the instantaneous movement of information from every quarter to every point at the same time happened. In fact globalization as a concept refers both to the compression of the world and the intensification of consciousness of the world as a whole…both concrete global interdependence and consciousness of the global whole in the twentieth century. The role of life syllabus in globalization in all its diverse forms of world-wide interconnection is a crucial point in this research which tries to manifest how the process of globalization will be relieved by the aid of Applied ELT by focusing on the life syllabus in a variety of ways. Pishghadam (2011) introduced a new type of syllabus which directed English teachers to give priority to life issues rather than language in class. In fact, another significant aspect of applied ELT, according to Pishghadam (2011), is that it goes beyond the typical linguistic syllabus considering life issues as against linguistic matters as its top priority. This new syllabus is dubbed as life syllabus. It is also need to be understood in terms of how they operate in conjunction with one another to transform human life fundamentally. The current study is an attempt to see how Applied ELT helps globalization as something less monolithic, something that is being contested and reworked, something that ties the world together in a range of both constraining and empowering ways, something that is constantly changing, and something that therefore can also be changed. -
Bartolomé De Las Casas, Soldiers of Fortune, And
HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Dissertation Submitted To The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in Theology By Damian Matthew Costello UNIVERSITY OF DAYTON Dayton, Ohio August 2013 HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew APPROVED BY: ____________________________ Dr. William L. Portier, Ph.D. Committee Chair ____________________________ Dr. Sandra Yocum, Ph.D. Committee Member ____________________________ Dr. Kelly S. Johnson, Ph.D. Committee Member ____________________________ Dr. Anthony B. Smith, Ph.D. Committee Member _____________________________ Dr. Roberto S. Goizueta, Ph.D. Committee Member ii ABSTRACT HONOR AND CARITAS: BARTOLOMÉ DE LAS CASAS, SOLDIERS OF FORTUNE, AND THE CONQUEST OF THE AMERICAS Name: Costello, Damian Matthew University of Dayton Advisor: Dr. William L. Portier This dissertation - a postcolonial re-examination of Bartolomé de las Casas, the 16th century Spanish priest often called “The Protector of the Indians” - is a conversation between three primary components: a biography of Las Casas, an interdisciplinary history of the conquest of the Americas and early Latin America, and an analysis of the Spanish debate over the morality of Spanish colonialism. The work adds two new theses to the scholarship of Las Casas: a reassessment of the process of Spanish expansion and the nature of Las Casas’s opposition to it. The first thesis challenges the dominant paradigm of 16th century Spanish colonialism, which tends to explain conquest as the result of perceived religious and racial difference; that is, Spanish conquistadors turned to military force as a means of imposing Spanish civilization and Christianity on heathen Indians. -
State of Ambiguity: Civic Life and Culture in Cuba's First Republic
STATE OF AMBIGUITY STATE OF AMBIGUITY CiviC Life and CuLture in Cuba’s first repubLiC STEVEN PALMER, JOSÉ ANTONIO PIQUERAS, and AMPARO SÁNCHEZ COBOS, editors Duke university press 2014 © 2014 Duke University Press All rights reserved Printed in the United States of America on acid-f ree paper ♾ Designed by Heather Hensley Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging-in-Publication Data State of ambiguity : civic life and culture in Cuba’s first republic / Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos, editors. pages cm Includes bibliographical references and index. isbn 978-0-8223-5630-1 (cloth : alk. paper) isbn 978-0-8223-5638-7 (pbk. : alk. paper) 1. Cuba—History—19th century. 2. Cuba—History—20th century. 3. Cuba—Politics and government—19th century. 4. Cuba—Politics and government—20th century. 5. Cuba— Civilization—19th century. 6. Cuba—Civilization—20th century. i. Palmer, Steven Paul. ii. Piqueras Arenas, José A. (José Antonio). iii. Sánchez Cobos, Amparo. f1784.s73 2014 972.91′05—dc23 2013048700 CONTENTS Introduction: Revisiting Cuba’s First Republic | 1 Steven Palmer, José Antonio Piqueras, and Amparo Sánchez Cobos 1. A Sunken Ship, a Bronze Eagle, and the Politics of Memory: The “Social Life” of the USS Maine in Cuba (1898–1961) | 22 Marial Iglesias Utset 2. Shifting Sands of Cuban Science, 1875–1933 | 54 Steven Palmer 3. Race, Labor, and Citizenship in Cuba: A View from the Sugar District of Cienfuegos, 1886–1909 | 82 Rebecca J. Scott 4. Slaughterhouses and Milk Consumption in the “Sick Republic”: Socio- Environmental Change and Sanitary Technology in Havana, 1890–1925 | 121 Reinaldo Funes Monzote 5. -
Exploring the Colonial History of New Mexico Through Artifacts
Exploring the Colonial History of New Mexico Through Artifacts Ramón A. Gutiérrez What relationship does a painting of Saint Anthony of Padua on an elk-skin hide have to an iron spur? On the surface, probably little conjoins them other that they were both produced by artisans in the Kingdom of New Mexico during the eighteenth century. Archaeologists often refer to such material objects as “dumb traces,” not because they are stupid or irrelevant in any way, but because they are mute and silent and do not readily yield their meanings or their grander cultural significance without some prodding and pondering on our part. Such artifacts require interpretation.1 For that, one must first contextualize these objects within denser webs of history, within networks and assemblages of the things humans once made. The broader historical and cultural milieu that led to the creation of this hide painting of Saint Anthony and of the iron spur begins with the Spanish conquest of America, initiated by the 1492 voyage of Christopher Columbus, which ultimately led to the vanquishment of indigenous peoples throughout the New World. Spain’s overseas empire in the seventeenth and eighteenth centuries extended north from what is now Chile as far as New Mexico and Arizona, and from Cuba westward to the Philippines. 45 The geographer Alfred B. Crosby called the cultural processes unleashed by this colonization the “Columbian exchange,” a set of reciprocal transfers of ideas, technologies and goods that created an infinite array of blendings and bor- rowings, of mixings and meldings, of inventions and wholesale appropriations that were often unique and specific to time and place.2 The New Mexican religious im- age of Saint Anthony of Padua holding the infant Christ was painted with local pigments on an elk-skin hide in 1725, possibly by an indigenous artisan (Figure 1). -
Residential Schools, Philadelphia: University of Pennsylania Press, 2004
Table of Contents I.Introduction 3 II. Historical Overview of Boarding Schools 2 A. What was their purpose? 2 B. In what countries were they located 3 United States 3 Central/South America and Caribbean 10 Australia 12 New Zealand 15 Scandinavia 18 Russian Federation 20 Asia 21 Africa 25 Middle East 24 C. What were the experiences of indigenous children? 28 D. What were the major successes and failures? 29 E. What are their legacies today and what can be learned from them? 30 III. The current situation/practices/ideologies of Boarding Schools 31 A. What purpose do they currently serve for indigenous students (eg for nomadic communities, isolated and remote communities) and/or the solution to address the low achievements rates among indigenous students? 31 North America 31 Australia 34 Asia 35 Latin America 39 Russian Federation 40 Scandinavia 41 East Africa 42 New Zealand 43 IV. Assessment of current situation/practices/ideologies of Boarding Schools 43 A. Highlight opportunities 43 B. Highlight areas for concern 45 C. Highlight good practices 46 V. Conclusion 48 VI. Annotated Bibliography 49 I. Introduction At its sixth session, the United Nations Permanent Forum on Indigenous Issues recommended that an expert undertake a comparative study on the subject of boarding schools.1 This report provides a preliminary analysis of boarding school policies directed at indigenous peoples globally. Because of the diversity of indigenous peoples and the nation-states in which they are situated, it is impossible to address all the myriad boarding school policies both historically and contemporary. Boarding schools have had varying impacts for indigenous peoples. -
COMMUNITY-BASED FOREST MANAGEMENT and NATIONAL LAW in ASIA and the PACIFIC BALANCING ACTS: Community-Based Forest Management and National Law in Asia and the Pacific
u r COMMUNITY-BASED FOREST MANAGEMENT AND NATIONAL LAW IN ASIA AND THE PACIFIC BALANCING ACTS: Community-Based Forest Management and National Law in Asia and the Pacific Owen J. Lynch Kirk Talbott -'-'— in collaboration with Marshall S. Berdan, editor Jonathan Lindsay and Chhatrapati Singh (India Case Study) Chip Barber (Indonesia Case Study) TJ Shantam Khadka (Nepal Case Study) WORLD Alan Marat (Papua New Guinea Case Study) RESOURCES Janis Alcorn (Thailand Case Study) INSTITUTE Antoinette Royo-Fay (Philippines Case Study) Lalanath de Silva and G.L. Anandalal SEPTEMBER 1995 Nanayakkara (Sri Lanka Case Study) Library of Congress Cataloging-in-Publication Data Lynch, Owen J. (Owen James) Balancing acts : community-based forest management and national law in Asia and the Pacific / Owen J. Lynch and Kirk Talbott with Marshall S. Berdan. p. cm. Includes bibliographical references. ISBN 1-56973-033-4 (alk. paper) 1. Forestry law and legislation—Asia. 2. Forestry law and legislation—Pacific Area. I. Talbott, Kirk, 1955- II. Berdan, Marshall S. III. Title. KNC768.L96 1995 346.504'675—dc20 [345.064675] 95-34925 CIP Kathleen Courrier Publications Director Brooks Belford Marketing Manager Hyacinth Billings Production Manager Lomangino Studio Cover Design Chip Fay Cover Photos Each World Resources Institute Report represents a timely, scholarly treatment of a subject of public concern. WRI takes responsibility for choosing the study topics and guaranteeing its authors and researchers freedom of inquiry. It also solicits and responds to the guidance of advisory panels and expert reviewers. Unless otherwise stated, however, all the interpretation and findings set forth in WRI publications are those of the authors. -
Linguistic Imperialism: Still a Valid Construct in Relation to Language Policy for Irish Sign Language
Lang Policy DOI 10.1007/s10993-017-9446-2 ORIGINAL PAPER Linguistic imperialism: still a valid construct in relation to language policy for Irish Sign Language 1 2 Heath Rose • John Bosco Conama Received: 7 April 2016 / Accepted: 20 July 2017 Ó The Author(s) 2017. This article is an open access publication Abstract Linguistic imperialism—a term used to conceptualize the dominance of one language over others—has been debated in language policy for more than two decades. Spolsky (Language policy, Cambridge University Press, Cambridge, 2004), for example, has questioned whether the spread of English was a result of language planning, or was incidental to colonialism and globalization. Phillipson (Lang Policy 6(3):377–383, 2007) contests this view, arguing that linguistic imperialism is not based on ‘conspiracy’, and is underpinned by evidence of explicit or implicit language policy that aims to intentionally advantage some languages at the expense of others. This paper analyses Irish Sign Language policy, or lack thereof, in terms of linguistic imperialism. It does this by presenting evidence within a conceptual framework of linguistic imperialism to explore how discrimination and inequality occurs in relation to Irish Sign Language users in Ireland. The findings highlight many policies and practices that fit the linguistic imperialism paradigm including linguicism, audism, and the denial of linguistic rights. The paper, there- fore, challenges some views in language policy that linguistic imperialism lacks credibility by highlighting a current case of minority language (ISL) users under imperialistic-like control of policy geared towards a dominant language (English). Keywords Linguistic imperialism Á Sign language Á Ireland Á Irish Sign Language & Heath Rose [email protected] 1 Department of Education, The University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK 2 Trinity College Dublin, The University of Dublin, Dublin, Ireland 123 H. -
Uimersity Mcrofihns International
Uimersity Mcrofihns International 1.0 |:B litt 131 2.2 l.l A 1.25 1.4 1.6 MICROCOPY RESOLUTION TEST CHART NATIONAL BUREAU OF STANDARDS STANDARD REFERENCE MATERIAL 1010a (ANSI and ISO TEST CHART No. 2) University Microfilms Inc. 300 N. Zeeb Road, Ann Arbor, MI 48106 INFORMATION TO USERS This reproduction was made from a copy of a manuscript sent to us for publication and microfilming. While the most advanced technology has been used to pho tograph and reproduce this manuscript, the quality of the reproduction Is heavily dependent upon the quality of the material submitted. Pages In any manuscript may have Indistinct print. In all cases the best available copy has been filmed. The following explanation of techniques Is provided to help clarify notations which may appear on this reproduction. 1. Manuscripts may not always be complete. When It Is not possible to obtain missing pages, a note appears to Indicate this. 2. When copyrighted materials are removed from the manuscript, a note ap pears to Indicate this. 3. Oversize materials (maps, drawings, and charts) are photographed by sec tioning the original, beginning at the upper left hand comer and continu ing from left to right In equal sections with small overlaps. Each oversize page Is also filmed as one exposure and Is available, for an additional charge, as a standard 35mm slide or In black and white paper format. * 4. Most photographs reproduce acceptably on positive microfilm or micro fiche but lack clarify on xerographic copies made from the microfilm. For an additional charge, all photographs are available In black and white standard 35mm slide format.* *For more information about black and white slides or enlarged paper reproductions, please contact the Dissertations Customer Services Department. -
Understanding the Creolization
“TRAGEDY AND GLORY” IN THE “UNFORTUNATE ERA”: UNDERSTANDING THE CREOLIZATION OF SANTO DOMINGO THROUGH THE BOCA NIGUA REVOLT by Jonathan Hopkins B.A., The University of Victoria, 2009 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERISTY OF BRITISH COLUMBIA (Okanagan) September 2017 © Jonathan Hopkins, 2017 ii The following individuals certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis/dissertation entitled: “TRAGEDY AND GLORY” IN THE “UNFORTUNATE ERA”: UNDERSTANDING THE CREOLIZATION OF SANTO DOMINGO THROUGH THE BOCA NIGUA REVOLT submitted by in partial fulfillment of the requirements of Jonathan Hopkins the degree of . Master of Arts Dr. Luis LM Aguiar Supervisor Dr. Jessica Stites-Mor Supervisory Committee Member Dr. Jelena Jovicic Supervisory Committee Member Dr. Catherine Higgs University Examiner Dr. Donna Senese External Examiner iii Abstract This thesis examines a slave revolt that occurred at the Boca Nigua sugar plantation in Santo Domingo (today the Dominican Republic) during the fall of 1796. The Spanish colony’s population at the time were coming to terms with revolution in St. Domingue (the French territory it shared an island with) and Santo Domingo’s cession to France in 1795. I argue the slave rebels who initiated the revolt at Boca Nigua and the colonial officials responsible for subduing it were influenced by creolization. Conceptually, the process involves people from divergent geographic origins arriving to the Caribbean through mass migration, and forging local cultures through the economic and political arrangements found in the colonial world. -
Misconceptions of Linguistic Imperialism: the Spread of English As a Global Language
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Asia University Academic Repositories 1 Misconceptions of Linguistic Imperialism: the spread of English as a global language Peter Turberfield The spread of English as a global language undeniably finds its roots in the colonial past, but, ironically, not in the way many people assume. It is often taken as accepted knowledge that British, and later American Imperialism forced the language on other “lesser” cultures as a means of simplifying communication for the colonial rulers. This is, however, the complete reverse of what was initially intended. A native subject gaining command of English was indeed initially perceived as a threat. Far from being encouraged, the spread of English and of those who could use it, were actively discouraged. This can be seen right up to the beginning of the Second World War, as recorded by Roald Dahl in his autobiographical novel Going Solo. In 1938 Dahl was sent by his employer, the oil company ‘Shell’ to ‘Tanganyika (now Tanzania)’ (Boy and Going Solo: 206), and comments on the reason for his having to learn the local language: The first thing you had to do when you came to work in Dar es Salaam was to learn Swahili, otherwise you could not communicate either with your own boy (servant) or with any other native in the country because none of them spoke a word of English. In those benighted days of Empire it was considered impertinent for a black man to understand English, let alone to speak it. -
An Exploration of Iranian EFL Teachers' Perceptions On
Instructions for authors, subscriptions and further details: http://qre.hipatiapress.com An Exploration of Iranian EFL Teachers’ Perceptions on the Globalization and Hegemony of English Parvin Safari1 & Seyyed Ayatollah Razmjoo1 1) Department of Foreign Languages and Linguistics, Shiraz University, Iran. Date of publication: June 28th, 2016 Edition period: February 2016 - June 2016 To cite this article: Safari, P., & Razmjoo, S. A. (2016). An exploration of Iranian efl teachers’ perceptions on the globalization and hegemony of English. Qualitative Research in Education, 5(2), 136-166. doi:10.17583/qre.2016.1797 To link this article: http://dx.doi.org/10.17583/qre.2016.1797 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY). Qualitative Research in Education Vol.5 No.2 June 2016 pp. 136-166 An Exploration of Iranian EFL Teachers’ Perceptions on the Globalization and Hegemony of English Parvin Safari Seyyed Ayatollah Razmjoo Shiraz University Shiraz University (Received: 25 October 2015; Accepted: 28 December 2015; Published: 28 June 2016) Abstract Globalization as an increasingly influencing force has led English language to become the lingua franca of the world. However, the global spread of English is considered as linguistic and cultural imperialism of English speaking countries to exert their dominance, power, culture, ideology and language over the periphery countries. The devastating consequence of this hegemony, according to Canagarajah (2005) can be putting learners in danger of losing their languages, cultures, and identities, giving rise to the devaluation of their local knowledge and cultures.