Quotations from a Magnum Opus of Critical Thought: Robert Phillipson s 1992

1. Quotations from a Magnum Opus of Critical Thought: Robert Phillipson�s (1992/1993) Linguistic Imperialism Arieh (Ari) Sherris Pawel Szudarski

3. Purpose of Book Explore the contemporary phenomenon of English as a world language (p.1) Analyze how the language became so dominant and why (p.1) Clarify understanding of the forces behind the spread of English (p. 11)

4. Triangulation of Data: Evidence from Several Sources Primarily written material Eight interviews Ongoing activities in English language education (in particular for Scandinavia and for Namibia)

5. Core-Periphery Metaphor for Spread of English

6. Western-Educated Africans trend to use English as the language of the home elites in Africa benefit directly from proficiency in English masses in Africa appreciate that the language provides access to power and resources (direct benefit hard to find)

7. Replacement versus Displacement Replacement results in language death Displacement occurs when a dominant language takes over in specific domains (e.g., computers or entertainment) (p. 27)

8. Dominant Languages �The present distribution throughout the world of the major international languages�Arabic, Chinese, English, French, Russian, and Spanish is evidence of conquest and occupation, followed by adoption of the invader�s language because of the benefits that accrue to speakers of the language when the dominant language has been imposed.� (p. 31)

9. Linguistic Imperialism: TheoryA Cautionary Word on Terminology Eurocentric terms conform to how racism is affirmed, by: dominant group self-exaltation, idealized self-image devaluation of dominated, suppression, stagnation of its culture, institutions, life-styles, and ideas systematic rationalization of the relationships between both groups, always favorable to the dominant group (Preiswerk, 1980, cited on p. 38)

10. Dominant Talk �The rule is we are a nation with a language whereas they are tribes with dialects.� (p. 38)

11. Dominant Language and Dominated languages will be used in this book (p. 39)

12. Beware of Eurocentric Terms Vernacular stigmatizes certain languages and holds others up to norms (p. 40) developing or emergent countries are ethnocentric because they hold up ourselves as the norm. They are implicitly racist in that they assume that the countries to which the labels are applied have lived in darkness and lack any past worth knowing about. (p. 42)

13. Beware Development embraces a particular vision of economic and technical change that has not been fulfilled; feminists add that it implies a patriarchal notion of goals which excludes most of the ideals embodied in the feminine principle. (p. 43)

14. English Linguistic ImperialismWorking Definition English linguistic imperialism is that the dominance of English is asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and the other languages. Here structural refers broadly to material properties (for example, institutions, financial allocations) and cultural to immaterial or ideological properties (for example, attitudes, pedagogic principles). (p. 47)

15. Linguicism English linguistic imperialism is one example of linguicism which is defined as �ideologies, structures, and practices which are used to legitimate, effectuate, and reproduce an unequal division of power and resources (both material and immaterial) between groups that are defined on the basis of language.� (p. 47)

16. Anglocentricity The term anglocentricity has been coined by analogy with ethnocentricity, which refers to the practice of judging other cultures by the standards of one�s own. There is a sense in which we are inescapably committed to the ethnocentricity of our own world view, however much insight and understanding we have of other cultures.

17. Focus on Singapore and Scandinavia Through Structured Dyadic Collaboration

18. Key tenets of English linguistic imperialism (pp. 184-215) According to Phillipson all these tenets are fallacies: English is best taught monolingually The ideal teacher is a native speaker The earlier English is taught, the better the results The more English is taught, the better the results If other languages are used much, standards of English will drop

19. Key tenets of English linguistic imperialism (pp. 184-215) All these tenets are examples of anglocentric attitudes corroborating the Center (dominant)/Periphery (dominated) relationship between countries

20. Types of arguments used to promote English linguistic imperialism (p. 272) English-intrinsic arguments (capacities) not prominent, but alive and well (see quotations) English-extrinsic arguments (resources) money, publications, websites, research English functional arguments (uses) Global communication (world shrinking argument) Language of science (applied to medicine, fertilizer, pesticide) Language of international business (agribusiness, industry, high-tech, military weaponry) Language of elite international culture (U.S. film, television, and music industry)

21. One Critique of LI LI is inhabited by two cultures: the culture of guilt �Colonies should never have happened.� the culture of romantic despair �We shouldn�t be doing what we are doing.� LI is patronizing �Developing countries are not capable of independent decisions.�