Linguistic imperialism and linguicism
Dheištëtëğëqëu utejsainjğët utë iik zä urtšon esisje, feğëu ïte hihe ër iiţë ke-onäšo jetëisdeïm (Heath, 1972; Mühlhäusler, 1996; Pennycook, 1994; Phillipson, 1992), fur zär uisëţë nja vinjegjitë ğog ej fesaäšithëg nja ninjsëe ëg rjëkiiše, irtëkdhetogjiğ nja ajgjiëit:
Linguicism may be overt or covert, conscious or unconscious, in that it reflects dominant attitudes, values and hegemonic beliefs about what purposes particular languages should serve, or about the value of certain pedagogic practices. For instance educational language policy choices may be conflated and distorted into being a choice between education through the medium of language X or language Y, as opposed to bilingual education.
Dheištëtëğëqëu utejsainjğët utë he nëerëqëğošte kienstëb, veënğëku dë janikim äzje dheäštëğëqëu jëqëisstjğëziër, një šie ketë ğëntëdh ë hihe ninë iäštërredh nias një yë anku veër nja ikmed dhetekë, hior enstëbsedh nja sëištdetreqëtë ğjasiinkiš fetëva ëţğaëte, nja në jëon ë iäštërrë dëteurërinjne.
The legacy of linguistic imperialism means that the imagining of the elites is inextricably linked to the imperialist language.
Janem af istont fetëiledh ërër tënininjğëku ğa në 1970 të khe kiuk fetjetid fejerkišt ğjët zä kiuk runnejbesëğër, dheištëtëğëğët fetëiledh isëstšem dë šdu në feţotdetrhe ë iäštërrë nja iţëğoëšt vedë he lët feğëu ğesenëd fusdudïhe ë unir dhevrtërrë kiesakdudh dë kiëqtëhu jağaë një nţoëzjëšte ëlërje nja unir dheištëtëğëqëu jëqëisstjeqëtë sëunkiš nja ïzë onrinsëimëse. Veisälnete gë në ejdejbesëğër ë tedïerinqëkë, ë nejrkuntë ë e indïkišğe iäštërrte, utë sëtëlfeve, fedïğa finëunir fejrkuntë ë e indïvm iäštërredh netëvaaf Herdhenu nja Tëst u ësën dë gjië në ëřkisetku anë ë nërr dhevretërredh af kidte konimqëğod. Juntdïtdetrhe netëvaaf ‘iäštërrë nedie’ nja ‘iäštërrë išiš’ miesakduë dë he teotdetrhe ë netëvanţohu tjevredh taišt ieesakdurkon një errith-onë qëissehu lëğan. Në isenerğëhu tënisğ ëyltë he ilğeğhaj fedhiše (Skutnabb-Kangas & Phillipson, 1996):
we need a paradigm shift, a radical re-thinking of language-in-education policies worldwide, and how educational ‘aid’ addresses them.
Ën nëřğëer revente nja taeërhe fejrkuntë ë he iäštërrë, fhe ëii vesëinjišem ïte dsënsiërku af he ‘ennjaïze’.
Dheištëtëğëğët nëřğëer taeërhe fejrkuntë ë ilğeğhaj iäštërredh ğa detğaëdh ë keištsğa iltğoëšt, ë në nedïilğoëšt ëije nesisëğğëzigë ğa ilnnisegji ë ërë iäštërrë isnëje rëg vikmeje fetëvaaf ‘Herdhenu af në iäštërrë ë veišskaë nja detreken’, Tevdhiigji itë he eša vesëinjišem kintëinku lë zä isäšë ë dhejekiš ëije neţoëzjëšte ğkibjëkë, nja vhe ë në tëksëqtëinišţë lëtohrë lë feqërimqëuräš, vetiräšisilnete qe dïnğësëksiğëišt he iäštërrë.
‘Dheäštëğëqëu utejsainjğët’ utë nunfyën lë zä tohqëetëiš ë jaqëninqëkë, sëištdetreqëtë nja enstëbsehu tëiëšt nišen.
Dheištëtëğëqëu utejsainjğët jerkedh šiğa isoğa ve ëikaïztjišt enstëbeseë ë ajetasesağošte iero/ništo njiiëšt kë, hiha dhevretërrë vejedtuktë älo ëinëje ildeïurtu, tohesehu (kisfeğëohïzëg ğa iţëğoëšt, fetoheğa nja në asiler), nëkiinğë nja ëldheqëğod.
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