This book explores the ways and means by which English threatens the vitality and diversity of other languages and cultures in the modern world. Using the metaphor of the Hydra monster from ancient Greek mythology, it explores the use and misuse of English in a wide range of contexts, revealing how the dominance of English is being confronted and counteracted around the globe. The authors explore the language policy challenges for governments and education systems at all levels, and show how changing the role of English can lead to greater success in education for a larger proportion of children. Through personal accounts, poems, essays and case studies, the book calls for greater efforts to ensure the maintenance of the world's linguistic and cultural diversity.
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Pauline Bunce is an Australian teacher who has worked in Brunei Darussalam, Hong Kong, Malaysia and Sri Lanka. Her doctoral research examined the reading challenges posed by an alphabetic script for Chinese learners of English in Hong Kong.
Robert Phillipson is an Emeritus Professor at Copenhagen Business School, Denmark and was awarded the UNESCO Linguapax Prize in 2010. He has published extensively on language learning, linguistic imperialism, linguistic human rights, multilingual education and language policy.
Vaughan Rapatahana is from New Zealand and has taught in a number of international locations. He has been published extensively in a variety of genres and his PhD was in Existential Literary Criticism.
Ruanni Tupas teaches at the National Institute of Education, Singapore and was the Linguistic Society of the Philippines' 2009 Andrew Gonzalez Distinguished Professorial Chair holder.
Contributors,
Series Editor's Foreword,
Tove Skutnabb-Kangas,
Introduction,
The editors,
Part 1: Hydra at Large,
1 The English Language in a Global Context: Between Expansion and Resistance Alamin Mazrui,
2 Promoting English: Hydras Old and New Robert Phillipson,
3 English, Neocolonialism and Forgetting Ruanni Tupas,
4 The English Language as Naga in Indonesia Hywel Coleman,
5 Offshore Call Centre Work is Breeding a New Colonialism Mehdi Boussebaa,
Part 2: Hydra Mythology,
6 Confronting Language Myths, Linguicism and Racism in English Language Teaching in Japan Ryuko Kubota and Tomoyo Okuda,
7 Mr Jones: Mi Laik Askim Yu Samting Hilary Smith,
8 Must the (Western) Hydra Be Blond(e)? Performing Cultural 'Authenticity' in Intercultural Education Phiona Stanley,
9 Voluntary Overseas English Language Teaching: A Myopic, Altruistic Hydra Pauline Bunce,
10 English Language as 'Fatal Gadget' in Iceland Ari Páll Kristinsson,
11 The English Hydra as Invader on the Post-Communist 'New Periphery' in Bulgaria Bill Templer,
12 The English Alphabet: Alpha-Best or Alpha-Beast? Pauline Bunce,
13 'Languages' Tammy Ho Lai-Ming,
Part 3: Confronting the Hydra,
14 Mauritian Kreol Confronts English and French Hydras Lindsey Collen and the Ledikasyon pu Travayer (LPT) team,
15 'Hydra Languages' and Exclusion versus Local Languages and Community Participation in three African Countries Kathleen Heugh, Blasius Agha-ah Chiatoh and Godfrey Sentumbwe,
16 The Destruction of Nadia's Dream: The English Language Tyrant in Pakistan's Education System Zubeida Mustafa,
17 The (Illusory) Promise of English in India A. Giridhar Rao,
Part 4: Resistance and Cohabitation with the Hydra,
18 A Personal Reflection on Chican@ Language and Identity in the US-Mexico Borderlands: The English-Language Hydra as Past and Present Imperialism Aja Y. Martinez,
19 The Struggle to Raise Bilingual Children in the Belly of the English Hydra Beast: The United States of America Christof Demont-Heinrich,
20 TEFL and International Politics: A Personal Narrative Julian Edge,
21 Hungary: A Sham Fightback Against the Domination of English Miklós Kontra,
22 The English Language as a Trojan Horse within the People's Republic of China Mobo Gao and Vaughan Rapatahana,
23 TEFL as Hydra: Rescuing Brazilian Teacher Educators from 'Privilege' Clarissa Menezes Jordão,
24 Vaughan Rapatahana,
Afterword: Decentring the Hydra: Towards a more Equitable Linguistic Order Ahmed Kabel,
The English Language in a Global Context: Between Expansion and Resistance
Alamin Mazrui
The spread of English globally is, of course, a direct product of the expansion of capitalism across national borders. In its initial phases in much of the world, however, this process of linguistic extension was by no means a spontaneous and peaceful one. It was often a violent course of development in which English itself became part of the imperial arsenal to subdue, inferiorise and conquer the colonial subject. Like many other aspects of colonialism, language featured prominently in the creation of new hierarchies and in the disfiguration and erasure of the history of the colonised. This dimension of colonial history came to find ample expression in the following verses of the South African singer, Johnny Clegg:
Bits of song and broken drums
Are all he could recall
So he spoke to me
In a bastard tongue
Carried on the silence of guns
It's been a long long time
Since they first came
And marched through the village
They taught me to forget the past
And live the future in their language
Chorus:
They said I should learn to speak
A little bit of English
Don't be scared of a suit and a tie
Learn to walk in the words of the foreigner
I am a Third World Child! (quoted by Pennycook, 1994: 2)
In other words, the violence that accompanied European colonial penetration alienated the colonised, weakened many of their languages and pushed some to the verge of extinction.
After independence, the relationship between Britain and its former colonies metamorphosed institutionally into the so-called Commonwealth. There are countries, of course, that were previously ruled by Britain but did not join the Commonwealth. These include countries like Egypt, Iraq and Kuwait - Arab countries in which the English language was more marginal than it was in other former British colonies. Among the reasons that influenced these former Arab colonies of Britain against joining the Commonwealth were (1) Arab nationalism was distrustful of continuing organisational links with the former imperial power; (2) the Commonwealth was viewed as a rival to the League of Arab States - a conflict between Pan-Britannica and Pan-Arabism; (3) British policies were viewed as pro-Israel, indirectly tarnishing the image of the Commonwealth; and (4) the head of the Commonwealth was also the head of the Church of England - in the eyes of Muslims, England's Christian theocracy tarnished the Commonwealth.
The great exception among countries that did not join the Commonwealth but where, nonetheless, English became triumphant is, of course, the United States. The United States did not become a member of the Commonwealth partly because it became independent long before the Commonwealth was born and partly because, once it was formed, America's anti-monarchical political culture would not have easily accepted the idea that the British monarch was the head of the Commonwealth. But although the United States (unlike Canada) is the grand exception to Commonwealth membership, it nevertheless became an even more influential carrier of the English language than Britain by the second half of the 20th century. People and whole societies began to experience the pull of English less and less because of Britain and more and more because of the United States.
Today it is possible to say that, as a direct result of the post-Cold War political economy of neoliberalism, a certain degree of spontaneous momentum has indeed accompanied the continued spread and consolidation of English. Having emerged as the only superpower in the post-Cold War period, the United States has naturally become central in this globalisation process. The globalisation of empire that the British attempted in the formal sense has been carried further by America in a more informal manner, constantly reproducing even more massive structures of inequality. As the single largest English-speaking country in terms of its number of native speakers, and with its economic, political and technological pre-eminence, the United States now is contributing to the expansion of the frontiers of the English language at an unprecedented rate. Due to American dominance in world affairs, the emergent global English may increasingly be assuming an American articulation.
In a sense, then, neoliberalism has provided an additional stimulus for the spread of English worldwide, giving the language a new and, to a certain extent, spontaneous momentum that has made it important in its own right for the...
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