Academic literature on the topic 'Linguistic colonialism and the hegemonic power of English'

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Journal articles on the topic "Linguistic colonialism and the hegemonic power of English"

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Safari, Parvin, and Seyyed Ayatollah Razmjoo. "An Exploration of Iranian EFL Teachers’ Perceptions on the Globalization and Hegemony of English." Qualitative Research in Education 5, no. 2 (2016): 136. http://dx.doi.org/10.17583/qre.2016.1797.

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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. Here, the researchers administ i
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Kupiainen, Jari. "Art, Culture Change, and the Study of Solomon Islands Wood carving." Dialogue and Universalism 7, no. 3 (1997): 161–70. http://dx.doi.org/10.5840/du199773/416.

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During the colonial contact and especially after the 2nd World War in the Solomon Islands local communities various traditions of woodcarving and other handicrafts have transformed from religious and ritual objects to commercial 'tourist arts' that have become economically important for local communities. In the course of culture change Western concepts such as art and culture have been adopted to local languages and they have replaced local terminologies and classifications in various ways. These processes may be described as 'conceptual colonialism'. The meaning shifts and emerging new conce
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Hwang, Kumju, and Su Yon Yim. "The Negative Influence of Native-Speakerism on the Sustainability of Linguistic and Cultural Diversities of Localized Variants of English: A Study of Local and Expatriate Teachers in South Korea." Sustainability 11, no. 23 (2019): 6723. http://dx.doi.org/10.3390/su11236723.

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This study explores teacher identities of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) based on interview data collected from twenty teachers who teach English to young learners in South Korean primary schools. The participants comprised ten NESTs and ten NNESTs. Bourdieu’s concept of three pillars was used to explore hegemonic relations between NESTs and NNESTs. The interview analysis showed that two different types of symbolic capital—one specified as native-speakerism and the other concretized as qualified tenured teacher positions—shape the dyn
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Guslyakova, Alla, Nina Guslyakova, Nailya Valeeva, Irina Vashunina, Maria Rudneva, and Julia Zakirova. "The Language of Power in the Present-Day Digital Media Discourse and Its Effect on Young People’s Consciousness." Space and Culture, India 8, no. 2 (2020): 106–16. http://dx.doi.org/10.20896/saci.vi0.692.

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This study focuses on the notion of power as a way of conceptualisation, representation and functioning in the Russian and English-speaking media discourse and its role in the life of the younger generation of the third millennium. Power and its language have always remained an actual research question of interdisciplinary scientific analysis. However, studying young people’s linguistic and paralinguistic perception of power in the era of digitalisation becomes extremely important due to an empowering role young adults have started playing in modern society employing new media and their discur
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Skourdoumbis, Andrew, and Ahmad Madkur. "Symbolic capital and the problem of navigating English language teacher practice: the case of Indonesian pesantren." TESOL in Context 29, no. 2 (2020): 15–34. http://dx.doi.org/10.21153/tesol2020vol29no2art1428.

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English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine te
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Budairi, Ahmad. "Traces of Linguistic Imperialism Enacted through Discursive Strategies in ELT Textbooks in Indonesia." English Language Teaching Educational Journal 1, no. 2 (2019): 49. http://dx.doi.org/10.12928/eltej.v1i2.581.

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Although in many educational contexts textbooks serve as the backbone of teaching, providing practical guides for teachers as well as useful references for learning progress, they could also serve as a site of struggle for many competing discourses. ELT textbooks bear particular relevance here, as they place English at the center of prominence while serving as a medium for knowledge transmission. This paper reports on part of the findings of a case study examining the exercise of dominant discourses in two ELT textbooks for high school in Indonesia. The analysis revealed that there are imbalan
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Bakich, Olga. "Did You Speak Harbin Sino-Russian?" Itinerario 35, no. 3 (2011): 23–36. http://dx.doi.org/10.1017/s0165115312000058.

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Pidgins—their development, disappearance, or subsequent creolisation—are a fascinating phenomenon in the parts of the world that experienced long-term foreign intrusion and its consequences, one of which was contact between two or more linguistic groups, usually of unequal power. Colonisers did not learn the language of the colonised, who often were perceived as inferior, while the colonised people did not or could not master a foreign language in their own country. In most cases, pidgins were a telltale sign of colonialism. Linguists classify these contact languages, which have no native spea
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Lams, Lutgard. "Linguistic tools of empowerment and alienation in the Chinese official press." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (2010): 315–42. http://dx.doi.org/10.1075/prag.20.3.02lam.

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Attempts at reinvigorating mythical sensations of shared values and cultural identities happen particularly at times of dislocatory events in a community’s history, when ‘the national Self’ is perceived to be threatened by external forces. Such a critical moment for China was the collision between a US surveillance plane and a Chinese F-8 jet fighter on April 1, 2001, and the ensuing diplomatic standoff between the US and China. As the Chinese authorities and the state media viewed this incident in a series of ambiguous incidents involving the US, it was concluded that the collision had been t
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Harries, Jim. "Essential Alternatives to Contemporary Missionary Training: For the Sake of Vulnerability to the Majority World (Africa)." Transformation: An International Journal of Holistic Mission Studies 36, no. 4 (2019): 266–79. http://dx.doi.org/10.1177/0265378819844537.

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When the only advice on offer is unhelpful, a potential missionary might need to be advised to seek an alternative. Jesus, we take it, was not building a worldly empire (John 18:36). Christian mission has become associated with colonialism. Dominant advice often pushes Western missionaries to positions of strength. In order to be vulnerable, one needs an alternative to such advice. Economic domination of Africa by the West makes it hard to know when Africa’s people, long engrossed in patron/client relationships, are not talking for power. Use of English to describe Africa leads to massive fals
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Fraiture, Pierre-Philippe. "Georges Balandier's Africa: postcolonial translations andambiguousreprises." Bulletin of the School of Oriental and African Studies 81, no. 3 (2018): 475–92. http://dx.doi.org/10.1017/s0041977x18000964.

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AbstractThis article focuses on Georges Balandier's autobiographical essayAfrique ambiguë(1957). Its translation into English,Ambiguous Africa: Cultures in Collision(1966), provides the basis for an examination of the concept of translation in its linguistic but also, and above all, transcultural dimensions. As a text,Ambiguous Africadoes not quite render the subtlety of the French original but beyond its translational shortcomings, Balandier's book is also shown to conduct an in-depth analysis of late colonialism in sub-Saharan Africa. This era is characterized by a high degree of cultural an
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Dissertations / Theses on the topic "Linguistic colonialism and the hegemonic power of English"

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Ntshangase, Sicelo Ziphozonke. "The impact of linguistic colonialism on academic achievements of Zulu learners in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/19654.

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In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to
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Book chapters on the topic "Linguistic colonialism and the hegemonic power of English"

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Henry, Eric S. "Introduction." In The Future Conditional. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754906.003.0001.

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This introductory chapter provides a brief history of the English language in China. At the end of the 1970s, as China was emerging from the political maelstrom of the Cultural Revolution, English was spoken by only a relative handful of academics, foreigners, translators, and interpreters. English became a required subject when university entrance examinations were reinstated in 1978, and foreign language education began to take off again in the early 1980s at the beginning of the “reform and opening up” (gaige kaifang) period, a time when the socialist ethos of state, economy, and society was gradually dismantled in favor of a model of explosive economic growth and private individualism. Ultimately, the prominence of English in China today is the result of historical relations of colonialism and power that forged its global presence and the hierarchical ordering of linguistic inequality. The chapter then presents an overview of contemporary speech practices and English language learning in the northeastern Chinese city of Shenyang. It also considers two of the concepts that Russian literary theorist Mikhail Bakhtin pioneered: heteroglossia and the chronotope.
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