By Pierre Orelus
Language may be the commonest factor that surfaces in debates over college reform, and performs an important function in almost every little thing we're concerned. This edited quantity explores linguistic apartheid, or the disappearance of convinced languages via cultural genocide through dominant eu colonizers and American neoconservative teams. those teams have traditionally imposed hegemonic languages, equivalent to English and French, on colonized humans on the fee of the local languages of the latter. The book traces this kind of apartheid from the colonial period to the English-only stream within the usa, and proposes alternative routes to counter linguistic apartheid that minority teams and scholars have confronted in colleges and society at large.
Contributors to this quantity supply a historic assessment of ways many languages classified as inferior, minority, or just savage were attacked and driven to the margins, discriminating opposed to and trying to silence the voice of these who spoke and proceed to talk those languages. extra, they display the way in which and the level to which such activities have affected the cultural existence, studying technique, identification, and the subjective and fabric stipulations of linguistically and traditionally marginalized teams, together with scholars.
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Extra resources for Affirming Language Diversity in Schools and Society: Beyond Linguistic Apartheid
Orelus, P. (2010). Academic achievers: Whose deﬁ nition? An ethnographic study of literacy development of English language learners. Rotterdam: Sense Publisher. Parel, A. (1997). Gandhi: Hind Swaraj and other writings. Cambridge: Cambridge University Press. Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge. Pennycook, A. (2007). Global Englishes and transcultural ﬂ ows. New York: Routledge. Phillipson, R. (1992). Linguistic imperialism. New York: Oxford University Press.
3. That once these cultural elements are engrained in their linguistic repertoire and human consciousness, it then would be easier for the dominant class to manipulate and control their minds. Fanon (1967) understood the ideological and cultural signiﬁcance of possessing a language when he warned us: “A man who has a language consequently possesses the world expressed and implied by that language” (p. 18). S. context, it can be argued that once minority students, through ideological manipulation, are convinced to value and embrace the English language at the expense of their own, the cultural world of their oppressor to a great extent will become theirs.
In R. Ferguson, M. Gever, T. Minh-Ha & C. ), Out there: Marginalization and contemporary cultures (pp. 24–44). Cambridge, MA: MIT Press. Bhabha, H. (1994). The location of culture. London: Routledge. Bourdieu, P. (1999). Language and symbolic power. In A. Jaworski & N. ), The discourse reader (pp. 502–514). London: Routledge. Cabral, A. (1973). Return to the source: Selected speeches by Amilcar Cabral. New York: Monthly Review Press. Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction in ESOL.