0 By Dr. Shahid Siddiqui Lahore School of Economics

1 - Geographical Setting - Social Class - Age - Sex - Education - Religion Impact of Society on Language

2 We dissect nature along lines laid down by our native languages. The Categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds – and this means largely by the linguistic systems in our minds. (Whorf, 1956:213) Impact of Language on Society

3 Acquisition of language, acquisition of thinking styles Language is not a passive transmitter of ‘facts’ Role of language to reflect, construct, and perpetuate social practices Language as a Social, Cultural & Political Phenomenon

4 Imperialism By “imperialism” I mean the process whereby the dominant ploitico-economic interests of one nation expropriate for their own enrichment the land, the labor, raw materials, and markets of another people. Parenti, 1995

5 Stereotypes Strengthening of Stereotypes - Excessive use Legitimacy by the Institutions - Family - Educational Institutes - Work Place - Religion - Judiciary - Media Stereotypes & Categories

6 Cultural Hegemony - Coercive Approach through brutal force (army, police, central beauraucracy) - Discursive Approach through ‘spontaneous consent’

7 Production and organization of Meaning On Foucault’s view, various social practices and institutions (for example those of education and politics, religion, and the law) are both constituted by and situated within forms of discourse (that is, ways of speaking about the world of social experience). A discourse, on this view, is a means of both producing and organizing meaning within a social context. Language is thus a key notion within this view, for it is language which embodies discourses. A key function of a discursive formation is not merely its inclusive role but also its exclusive role.

8 - Power - Discourse - Knowledge/Social Reality Foucault’s Theory of Discourse

9 Language and Representation Orientalism can be defined as a ‘western style of dominating, restructuring, and having authority over the orient. The relationship between Occident and Orient is a relationship of power, of domination, of varying degrees of a complex hegemony. (Said:1978)

10 “With a view to more general identification of the native with the Government of India, the encouragement and cultivation of the English Language, to the greatest possible extent, is deemed by one Witness to be highly desirable” Language as ‘Imperious Necessity’

11 All this was done in the name of “civilizing people” …the cultivation of the English Language is most highly desirable, both with a view to the introduction of the Natives in to places of Trust, and as a powerful means of operating favourably on their Habits and Character” Parliamentary report on language and employment 1832 Language as ‘Imperious Necessity’

12 Linguistic Imperialism The dominance of English is asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other Languages. Linguistic imperialism is also central to social imperialism, which relates to the transmission of the norms and behaviour of a model social structure, and these are embedded in language. This occurs whenever a socializing influence is exerted. Phillpson:1992

13 Stigmatization of Local Language Edward Haley, author of the first grammar of Moors published in England, found it impossible to discharge his duties’ without the knowledge of the corrupt dialect.’ Cohen:1997

14 Stigmatization of local literature “I have no knowledge of either Sanscrit or Arabic.” “…a single shelf of a good European library was worth the whole native literature in India and Arabia. Macaulay

15 Disillusionment with native heritage The effect of a cultural bomb is to: Annihilate a people’s belief in their names, in their languages, in their environment, in their heritage of struggle, in their unity, in their capacities and ultimately in themselves. It makes them see their past as one wasteland. It makes them identify with that which is decadent and reactionary, all those forces which would stop their own springs of life. Ngugi

16 Indian in colour, English in taste We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons, Indians in blood and colour, but English in taste, in opinions, in morals, and intellect. Macaulay

17 Establishing discursive formation The production of these texts and others that followed them began the establishment of discursive formation, defined an epistemological space, created a discourse (orientalism), and had the effect of converting Indian forms of languages into European objects. Cohen:1997

18 Imperialism and language policies 1835 The great object of the British Government ought to be the promotion of European literature and science among the natives of India; and that all the funds appropriated for The purpose of education would be best employed on English education. (Khubchandani quoted in Philipson) 1837 Decision to replace Persian as the official language of the law courts with English.

19 Imperialism and language policies By 1944 When Indians were recruited to posts under Government preference would be given to those who had received an English education.

20 The politics of teaching I was greatly delighted with my new companion, and made it my business to teach him everything that was proper to make him useful, handy, and helpful; but especially make him speak, and understand me when I speak, ad he was aptest scholar that ever was. Defoe: Robinson Crusoe

21 Key tenets of ELT a.English is best taught monolingually b.The ideal teacher of English is a native speaker c.The earlier English is taught, the better the results d.The more English is taught, the better the results e.If other languages are used much, standards of English will drop Philipson: 1992

22 Resistance to linguistic hegemony Reversal of discourse Content Pedagogy Assessment