1. CASTAGNETO, LUJAN – DIAZ ALCAZAR, RODRIGO
Questionnaire Guide:
A. What are the main aspects of Linguistic Imperialism?
Linguistic Imperialism imposes its ideology over the natives of a different country. It starts
changing their culture and in education, as it is an “important” language, the government decides
that this language must be taught in all schools as a first second language. It promotes inequality
and privileges for those that manage the imperial language, since if a company wants to hire an
employee they will hire the one that speaks an international language, they will not hire that one
who speaks Ranquel language. There is a social construction that glorifies the dominant language
and makes us naturalize it, and sometimes make us think that a foreign language can be more
important than our mother tongue. It creates linguicism, meaning that an imperial language is
preferred over a native language. For example, at schools, nobody teaches indigenous languages,
and English or French prevail over them. And, as English and French are imperial languages, if
someone learns these languages they may get better jobs in the near future than those who have
learnt indigenous languages.
B. Do you think that linguistic imperialism is contested and resisted in our country? Use your
photos of linguistic landscapes to support your answer.
Even though we are still speaking Spanish as an official language, we can find that the use of
imperial languages is increasing. It can be seen, for example, being taught at schools, in signs at
the airport, in many stores names, publicities, etc.
C. What is linguicism in terms of Pennycook (1998)?
It is a form of linguicism, the favoring of one language over others in ways that parallel
societal structuring through racism, sexism, and class: Linguicism serves to privilege
users of the standard forms of the dominant language, which represent convertible
linguistic capital.
D. What are the consequences of a monolingual ideology?
2. CASTAGNETO, LUJAN – DIAZ ALCAZAR, RODRIGO
There would not be facilities to international mobility, there would not be migration, tourism,
studying abroad, and access to the most important information shared around the world which is
commonly in English, Chinese or other dominant languages. International trading could be done
only if the other part speaks the language used in the country with a monolingual ideology.
E. What is the role of institutions such as the World Bank in consolidating linguistic
imperialism?
The role of institutions like the World bank is that of funding schools in developing nations with the
objective of keeping the imperial oppression and domination of the English language over the
other “less important” languages, consolidating in this way the linguistic hierarchy.
F. How have linguistic policies which support linguistic imperialism affected schooling in
some countries
In countries like Singapore, the majority of the population started talking English in their homes
instead of their native language. There was also a rapid increase of international schools mediated
by the English language all around the world, with students graduating and then migrating to
English-speaking countries to continue their studies, losing their native language roots and also
part of their identities.
G. What is happening with EAP (English for Academic Purposes)?
Lately, Latin American researchers from different fields see themselves obliged to publish their
research articles in English, so as to reach a wider audience. This increase in the amount of
English scientific papers clearly exemplifies the dominant position of the English language over, in
this case, the Spanish language, establishing a hierarchy.
H. What are the implications of these theories for us, as English Language Teachers?
We think that, as future English language Teachers, we must avoid reproducing the systematic
structure that oppresses native languages and sees English as a “better” language. We must
adopt a position of absolute respect to our linguistic and cultural roots, making, for example, our
own didactic material that reflects our students' national identities and social-economic
backgrounds.
I. Which English language variety should we teach at school? Why? Consider Kachru’s
circles (1985) and theory discussed in class from chapter 1, The Changing World of English
(Harmer, 2007)
3. CASTAGNETO, LUJAN – DIAZ ALCAZAR, RODRIGO
We think that we should teach different varieties of English, including the various and rich regional
variations within countries like the US and the British Isles, Canada, Australia and Ireland. And in
doing so, we would bring a wide range of tools to our students so they’ll be able to understand all
the idiosyncrasies the different varieties have to offer, making them more advanced learners of
English and hence more competent speakers.
ACTIVITY 3: Leading. The importance of English IN and To your country
· What languages are used in Argentina? What are they used for?
Spanish is used for everyday life. There are some regional languages like Ranquel, Mapuche,
Aymara, Comechingon, Kolla, Wichi and Tehuelche that are not used nowadays in Argentina but
belonged to our indigenous roots. English is used for Academic, Economical and Businesses
purposes. It is also used as a Lingua Franca when Argentinians have to speak to another person
whose native language is different from English, like German, French, Chinese, etc.
· How important is English in Argentina? What is it used for?
The English language is so important in Argentina that it is taught in all schools of the country as
the first alternative language prevailing over the Aboriginal languages of our predecessors. Even
though it is not used for everyday life, we can find it everywhere. Some store names are written in
English, the signs at the airport are in English, the manuals of the appliances you buy in stores are
in english, etc.
· Which second/ foreign languages apart from the medium of instruction
are taught in your schools? Why?
English is the language taught in most schools. French is also taught in some private schools. In
the case of English, this happens because this is a language that is spoken in most part of the
globe. So, in order to help citizen to have a “better future”, most countries that do not have English
as a native language, teach at schools.
· Where is English used/taught in the education system? Why do you
think this is?
4. CASTAGNETO, LUJAN – DIAZ ALCAZAR, RODRIGO
English is taught in Universities, for example, as an entry requirement; it is also used as a medium
for instructions in higher education. At the beginning of the 21st century, the English Language
began to be present in the primary curricula with parents sending their children to private schools
to learn the language. It also began to be present in state education systems.
· Is Argentina a monolingual or a multilingual and multicultural society?
Support your answer.
Argentina is officially a monolingual country that contains many different cultures that have their
own language. Due to the migration throughout all the time, we can say that Argentina is a
multicultural society and each cultural community has its own language like, Italian, Romani,
Polish, French, German, Mennonite, English and Spanish people.
· What is the importance of English in and to our country?
In Argentina, we learn the English language since it occupies a higher level than our L1 in the
hierarchy and it is believed to provide us with a greater communication advantage. English is
important to international businesses operating in our country and for economic development. We
use english to communicate with people from other countries that have this language as their
mother tongue and we use it as a lingua franca to communicate to those countries that do not
have English as a native language. It is important to establish new relationships between two
countries for trading. To speak a global language means to have more opportunities to find better
jobs.
· Where is English taught in our education system?
English is taught in kindergartens, primary school, secondary school and in University.
