English Language as Hydra: Its Impacts on Non-English Language Cultures
In far too many places, the worldwide trade in English-language teaching, testing and publishing has become a self-perpetuating, self-congratulating, neocolonial monster ... a veritable multi-headed Hydra. Too often the English language industry aggressively promotes itself as some sort of “uplifting”, “essential”, “proper” or even “better” means of communication than any other language. Unfortunately, its relentless global outreach is taking place at the direct expense, and the active denigration, of local and regional languages – not to mention individual identities.
English Language as Hydra brings together the voices of linguists, literary figures and teaching professionals in a wide-ranging exposé of this monstrous Hydra in action on four continents. It provides a showcase of the diverse and powerful impacts that this ever-evolving, gluttonous beast has had on so many non-English language cultures - as well as the surreptitious, drug-like ways in which it can infiltrate individual psyches.
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... on Non-English Language Cultures Vaughan Rapatahana, Pauline Bunce.
English Language as Hydra LINGUISTIC DIVERSITY AND LANGUAGE RIGHTS
Series Editor: Dr Tove Skutnabb-Kangas, i-English Language as Hydra-Prelims.
Indigenous languages can suffer immensely, especially if English is taught
subtractively at their expense. Indeed, such languages may well disappear (
Skutnabb-Kangas, 2009). Various forms of linguistic imperialism (Phillipson,
1992, 2008) ...
Skutnabb-Kangas, T. (2003) Linguistic diversity and biodiversity: The threat from
killer languages. In C. Mair (ed.) ... Skutnabb-Kangas, T. and Phillipson, R. (1989)
'Mother tongue': The theoretical and sociopolitical construction of a concept.
'dominant-language-medium assimilatory submersion education' (Skutnabb-
Kangas, 2009). Within this book's galaxy of Hydra heads, the choice for Cocos is
clear – in this remote Australian territory, English language education is a bully.
success in the dominant language (Cummins, 2000; Skutnabb-Kangas, 2000;
Tollefson & Tsui, 2003; Mohanty, 2006; Heugh, 2009; Skutnabb-Kangas et al.,
2009). To deny this reality, and to forcibly impose English in the mistaken belief
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