Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions

To increase global recognition and quality education, universities in Indonesia establish English-mediated International University Programs (IUPs). Within different capacities and resources, however, internationalisation sometimes preserves inequalities among Indonesian higher education institutions (IHEIs). This study investigates how the practice of English-mediated internationalisation may not only support global recognition and quality education but also perpetuate linguistic hegemony. Framed by Canagarajah’s (1999b) Linguistic Imperialism (LI) and Pennycook’s (2017) critical perspective of English as an international language, government document analysis and semi-structured interviews with lecturers and students reveal different international programs, ranging from deliberation to initial emergence. Most IUPs are deliberately designed to cater for international students by providing high-standard infrastructure, international curriculum and quality human resources in order to increase international admissions and partnerships which are essential for international recognition. Despite these attempts, several have not been successful in attracting international enrolments and recognition. In contrast, other programs are not deliberate but are initially emerging to become international and attract overseas students. The study also discusses some emerging linguistic hegemony between English and maintenance of national language in the internationalisation of the Indonesian tertiary sector.

position of culture in English language teaching

This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings, the present thesis also addresses the perspectives and views of scholars on the convergence of language teaching and community.

Linguistic hegemony in global recognition: English-mediated internationalisation at Indonesian higher education institutions

To increase global recognition and quality education, universities in Indonesia establish English-mediated International University Programs (IUPs). Within different capacities and resources, however, internationalisation sometimes preserves inequalities among Indonesian higher education institutions (IHEIs). This study investigates how the practice of English-mediated internationalisation may not only support global recognition and quality education but also perpetuate linguistic hegemony. Framed by Canagarajah’s (1999b) Linguistic Imperialism (LI) and Pennycook’s (2017) critical perspective of English as an international language, government document analysis and semi-structured interviews with lecturers and students reveal different international programs, ranging from deliberation to initial emergence. Most IUPs are deliberately designed to cater for international students by providing high-standard infrastructure, international curriculum and quality human resources in order to increase international admissions and partnerships which are essential for international recognition. Despite these attempts, several have not been successful in attracting international enrolments and recognition. In contrast, other programs are not deliberate but are initially emerging to become international and attract overseas students. The study also discusses some emerging linguistic hegemony between English and maintenance of national language in the internationalisation of the Indonesian tertiary sector.

French from Here, is it French? The Construction of Normativity Judgements in Peripheral European Francophone Communities

This article deals with the diatopic variation of French in its relation to normative discourse, more specifically French as practised in Belgium, exemplified here by the fields of lexicon and syntax. It describes the purist discourse of the last century which is evolving towards a modification of the normative hierarchy, an emancipation from linguistic hegemony, both in the scientific world and in the representations of the speakers. It also leads to a valuable questioning of the identity of the actors responsible for the construction of normative judgements.

Confronting the Past, Challenging the Future: Linguistic Hegemony, Capitalism, and Neoliberalism in TESOL

Western capitalistic values that have given shape to contemporary neoliberal ideologies have, for too long now, greatly influenced the field of teaching English to speakers of other languages (TESOL) as a whole, essentially working to continue cycles of injustice and inequality throughout the field despite well-meaning intentions to the contrary. Dominant language ideologies and linguistic hegemony have greatly shaped both socialized and institutional discourse in English and have worked together to help commodify the idea of upward mobility and success for anyone and everyone who “buys-in” to learning English, reflecting neoliberal selling points that are often taken for granted as natural realities. This has resulted in a pervasive maintenance of global social hierarchies despite the fact that the field regularly promotes and markets egalitarian efforts. This critical essay draws upon contemporary research and realities within the field of TESOL to examine the current gap that exists between where the field says it is versus the neoliberal inequalities it inadvertently promotes and maintains. It argues for more deliberate and critical analysis on how these ideological systems have shaped and continue to inform the field as we know it, and how it will be impossible for TESOL to truly serve in the equitable and just capacities in which it strives to place itself without more critical reflection leading to actual and meaningful change.

Methodology as a Lingua Franca in International Relations: Peripheral Self-reflections on Dialogue with the Core

Scholarly dialogue between ‘core’ and ‘periphery’ or ‘West/non-West’ in many disciplinary communities has become an issue of discussion in recent decades, spawned in part by increased expectations in many periphery communities of being published in core journals, and complicated by factors such as the linguistic hegemony of English and concerns about access. The International Relations (IR) discipline has been at the forefront of this discussion. However, despite widespread awareness of the issue, and a dedicated push for greater emphasis on local theorising out of the periphery, the cutting edge of global IR scholarship still remains core dominant. This article proposes that a focus on ‘quality’ methodology, in the broadest possible sense of having transparent and effectively applied research designs, could serve as a lingua franca to promote the exchange of ideas in a way less prone to disadvantage periphery scholars. The article goes on to examine this issue by focusing on the case of the Turkish IR disciplinary community. It looks at how methodological issues are currently considered in Turkish IR pedagogy and scholarship and then offers a self-reflective assessment of the quality of methodology in Turkish IR. It concludes by offering suggestions on how the Turkish IR disciplinary community could better address methodological issues and, ultimately, perhaps achieve greater impact within the global IR community.

О словообразовательной гибридизации в эпоху «глобанглизации» (на материале русского и польского языков)

Comprehensive analysis of collected hybrid derivatives shows that globalization and Anglo-American “linguistic hegemony” have increased the production of English origin international morphemes (-инг / -ing, -гейт / -gate) and so-called “Euro-Latin” affixes (-завр / -zaur, -(о)номика / -(o)nomika), penetrating into the Russian and Polish word-formation systems through the mass media. In both languages the following processes are noticeable: 1) resemantization and activation of international affixes; 2) development of new hybrid derivative models; 3) creating with the help of morphemes abstracted from composites new formally and semantically condensed nouns, which allows us to notice an agglutination tendency.

Political Discourses of Trust: Stance-taking Acts in the Thai PM’s Weekly TV Addresses

This study aims to investigate the Thai PM Gen Prayuth Chan-o-cha’s use of stance expressions to construe trust, comprising attitudinal stance, epistemic stance and modality, in his weekly addresses broadcast on national television from March to December, 2017. The linguistic investigation incorporating Critical Discourse Analysis and trust frameworks shows that the three main aspects of trust are pursued. Integrity is however predominantly constructed through the use of a modal verb kʰᴐ̌ː ‘would like’ and an attitudinal verb jà:k ‘want’. Interestingly, a relatively small number of stance markers are found to project competency and benevolence. The results have led to the conclusion that the PM’s trust-building strategies mainly involve the construal of integrity by asserting his moral values linked with national reform, reconciliation, and advancement. These characteristics of linguistic hegemony via the construction of trust-building are expected to raise more sociopolitical awareness in the Thai political context.

Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research (2003 to 2018)

This paper seeks to analyse the hegemony of the English language in Western Africa. The originality of the approach stems from its reading of hegemony through the lens of educational policies and the socio-economic functions of the language and its examination of the premise that there is a positive link between English and development contexts (Coleman, 2010). The study aims to fill a gap in existing research on the role of English in the development of Western Africa by exploring the usefulness of English’s linguistic hegemony in the region, and to counter the negative connotations that it has always attracted. Based on a critical review of the research literature between 2003 and 2018, the paper concludes that the hegemony of English has resulted in the development of anglophone countries in Western Africa, while in the francophone/lusophone regions, industrial backwardness and low literacy rates have been consequences of English language marginalisation. In conclusion, it recommends, amongst other implications, the need for the early introduction of English into French curricula.