Realities and
myths of LINGUISTIC IMPERIALISM , by Robert Phillipson.
QUESTIONNAIRE.
Answer Questions 12,13,14 and 15 and hand them in next class April 7th,
2015.
1. According
to Phillipson where does imperialism linger now that colonialism is over?
2. What is his definition of linguistic imperialism?
What does it involve?
3. What does he mean by “the hidden past of ELT “that
his book brings into focus?
4. Who would the concepts language spread / language death relate
to?
5. How does his work relate to human rights law?
6. How does linguicism work?
7. Where does linguistic imperialismtake place?
8. Who determine language policies in post-colonial
days?
9. How does linguicism affect pedagogic
practices?
10. What is the purpose of this article by Phillipson?
11. What is his argument to prove that language plays
an essential role in North-South relations?
12. How does he counteract A.D.’s faith that “English
fits on all counts”?
13. What are the consequences for foreign language
education? (page 8)
14. What solution does Clinton Robinson (page 8)
propose?
15. What views does Canagarajah pose on this matter
(1995)?
12. He counteract A.D.’s faith that “English fits in
all counts” explaining that there is evidence globally that linguistic and
cultural diversity is a source of richness, of uniqueness and of
distinctiveness. He also affirms that if the world moves towards a pattern of
global diglossia, with English as the language of the haves (including elites
in South countries), while the have-nots and never-to-haves are confined to
other languages, this would represent one of the most sinister consequences of
globalization, McDonaldisation and linguistic imperialism.
13. The consequences for foreign language education
are related with applying linguistic acts in consonance with the dominant aid
paradigm. It connives in the false representation of global power by a pretense
of being non-political, by pedagogical and linguistic agendas being relatively
explicit but the political agenda being banished beyond the professional pale.
Besides, the political disconnection is accompanied by cultural disconnection
because the failure of ELT personnel, who are “experts” in language learning,
is not to learn how local languages epitomize.
14. The solution that Clinton Robison’s proposes is to
formulate and articulate multilingual strategies for education, communication
and every sector of social life, defining more closely what the real need for
English in specific contexts is and making wider choices viable and available.
In many places this means developing local languages for educational use:
materials, teachers, trainers, etc.
15. Canagarajah poses that the framework could be
improved by more inspiration from postmodernist discourse analysis, mainly in
order to bring more agency into the analysis, particularly the voices of the
periphery, those who are using English for a multiplicity of purposes, for
instance to challenge ELT orthodoxies in the classroom. Another of his views is
that education has its own vitality in the periphery that the establishment,
including the aid business, is insensitive to: nativized versions of English,
novel English discourses in post-colonial literature, and substitution of
vernacular in conventional contexts for English use. All these are quiet ways
in which resistance against English has already begun, often challenging the
values and ideologies which undergird the institutions that accompany the
dominance of English.
Natalia
Evangelista
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