scholarly journals Linguistic Capital and Inequality in Aid Relations

2018 ◽  
Vol 24 (1) ◽  
pp. 38-54 ◽  
Author(s):  
Silke Roth
Keyword(s):  
Power Relations ◽  
Qualitative Interviews ◽  
Symbolic Capital ◽  
Aid Workers ◽  
Linguistic Capital ◽  
Lingua Franca ◽  
Global Context ◽  
Transfer Of Skills ◽  
English As Lingua Franca

Globalisation processes and the spread of English as lingua franca are closely related. I consider language skills as symbolic capital and focus on the hegemony of English as lingua franca in international aid organisations. I argue that more attention must be paid to the role of language and linguistic capital when analysing global inequality and postcolonial power relations. Humanitarian and development organisations have so far received less sociological attention than other aspects of globalisation processes, whereas in the context of development studies, attention to language usually focuses on the ‘discourse of development’ rather than on the role of linguistic capital in multilingual settings. Aid work, which includes the transfer of skills and resources, simultaneously addresses and perpetuates global inequalities. Language structures power relations and inequality within aid organisations, in particular between national and international staff. My article is based on qualitative interviews with multilingual and monolingual aid workers from a wide variety of aid organisations. My article is innovative by demonstrating how linguistic capital intersects with other aspects of inequality in the global context of aid organisations. It makes an important contribution to the understanding of globalisation processes and to postcolonial sociology.

scholarly journals O desenvolvimento do capital lingüístico e simbólico no processo de formação docente

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Renato Avellar de Albuquerque ◽  
Marie Jane Soares Carvalho
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Language Development ◽  
Power Relations ◽  
Symbolic Capital ◽  
First Impressions ◽  
Learning Orientation ◽  
Linguistic Capital ◽  
Linguistic Development ◽  
First Semester

Resumo: O texto aborda a aprendizagem das professoras-estudantes de um curso de Pedagogia a Distância no aspecto do desenvolvimento da linguagem e do uso simbólico desse instrumental lingüístico na alteração das relações de poder que operam dentro da escola. A análise baseou-se no recorte de trechos da atividade Memorial realizada ao fim do primeiro semestre do curso de Licenciatura em Pedagogia a Distância: Anos Iniciais do Ensino Fundamental (PEAD), ilustrando as primeiras impressões sobre as transformações nas relações escolares pela nova identidade de universitárias e pela apropriação teórica que confere maior segurança nas tomadas de posições nas discussões pedagógicas. Por fim, o texto aponta um dos fatores que auxiliam neste desenvolvimento lingüístico, tendo o tutor um papel importante nesta orientação da aprendizagem discursiva utilizando um método não diretivo que favorece a incorporação de um habitus acadêmico e uma posição enunciadora. Palavras-chave: Formação de Professores. Capital Lingüístico. Educação a Distância DEVELOPMENT OF LINGUISTIC AND SYMBOLIC CAPITAL IN THE PROCESS OF TEACHING Abstract: The text addresses the learning of teachers-students of a course of Distance Education in the aspect of language development and symbolic use of this linguistic instrumental in changing power relations that operate within the school. The analysis was based on clipping excerpts activity Memorial held at the end of the first semester of course Licenciatura em Pedagogia a Distância: Anos Iniciais do Ensino Fundamental (PEAD), illustrating the first impressions of the transformations in the school by the new identity university and the theoretical appropriation which provides greater security in making positions in pedagogical discussions. Finally, the article points out one of the factors that help this linguistic development, and the tutor an important role in this discursive learning orientation using a non-directive method that favors the incorporation of an academic habitus and enunciative position. Keywords: Teacher Education - Linguistic Capital - Distance Education

English as an ASEAN lingua franca and the role of nativeness in English education in Thailand

English Today ◽  
2018 ◽  
Vol 35 (2) ◽  
pp. 36-41 ◽  
Author(s):  
Naratip Jindapitak
Keyword(s):  
International Business ◽  
Regional Integration ◽  
English Education ◽  
Mother Tongue ◽  
Economic Region ◽  
Lingua Franca ◽  
Regional Language ◽  
Asean Economic Community ◽  
English As Lingua Franca

English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

Language Use among Syrian Refugees in Germany

2021 ◽  
pp. 211-232
Author(s):  
Guyanne Wilson
Keyword(s):  
Civil War ◽  
Language Use ◽  
Qualitative Interviews ◽  
Social Benefits ◽  
Syrian Refugees ◽  
Lingua Franca ◽  
German State ◽  
Scholarly Literature ◽  
Gain Access

Following the outbreak of civil war in Syria in 2011, hundreds of thousands of Syrians sought asylum in Europe, particularly in Germany. This chapter looks at language use among Syrian refugees living in the German state of North Rhine Westphalia. It reports the results of a series of qualitative interviews conducted with refugees and other stakeholders in the refugee integration. Refugees’ linguistic repertoire consists minimally of Syrian Arabic, English, and German, though proficiency in the latter two languages varies from person to person. Though both scholarly literature and societal legend consistently report the centrality of English as a lingua franca, the refugees’ experiences show that this is not necessarily the case; the assumption that proficiency in English will ease communication in official contexts and help gain access to employment and other social benefits is often unmet, in stark comparison to the experiences of immigrants and refugees in neighbouring Holland and Belgium. Thus, the study has implications for the understanding of the role of English as a lingua franca, particularly in Germany.

Linguae francae als Instrument symbolischer Macht in den Internationalen Brigaden

2020 ◽  
Vol 49 (5) ◽  
pp. 327-345
Author(s):  
Iryna Orlova
Keyword(s):  
Civil War ◽  
Spanish Civil War ◽  
Power Relations ◽  
Social Power ◽  
Language Choice ◽  
Language Usage ◽  
Linguistic Capital ◽  
Political Leaders ◽  
Lingua Franca

AbstractThe multilingual nature of the International Brigades in the Spanish Civil War raises the question of means of communication in different war contexts. This article focuses on the use of a lingua franca as a strategy of understanding between volunteers from more than 53 nations, as well between these and their military and political leaders. Drawing on the Pierre Bourdieu’s theory of linguistic capital, the language choice is understood as a representation of social power relations. So that, the analysis of language choice and language usage in a Civil War conflict brings new insights about the organization and functioning of the International Brigades, the centers of power and their change in the course of the war.

scholarly journals THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Simon Petrus Kita Ngatu ◽  
Basikin Basikin
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Language Teaching ◽  
Local Culture ◽  
Lingua Franca ◽  
Whole Process ◽  
English As Lingua Franca

<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>

scholarly journals English as "Lingua Franca" and the Internationalization of Academe

2015 ◽  
Author(s):  
Michele Rostan
Keyword(s):  
International Study ◽  
Scientific Communication ◽  
Academic Profession ◽  
Lingua Franca ◽  
Global English ◽  
Major Language ◽  
Using Data ◽  
English As Lingua Franca

English has become the major language of scientific communication, and to a lesser extent, teaching worldwide. Using data from a international study of the academic profession, this article discusses some of the themes, positive and negative, of the role of "global English.

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