Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang
what th anthropologist Wad DavisDspitEnglish is oftn th gloal lingua franca—asays,languag twn spakrs of diffrntshardlanguags. English is also th mdiumnativintrnational duation, positioning it as aofin whih knowldg is transfrrdlanguagaquird gloally. Many studnts radingandook and studying this sujt do not usthisas a first or vn sond languag.Englishwhat that mans for th way thy arConsidrdos it man to know a languag “wll”?Whatis th aritr of “wll-spokn” or “wll-Wholanguag? It is important to onsidrwrittn”rol of duation in dfining proprthTh standard forms of languag taughtlanguag.shools, for xampl, ar idalizd. ThroughinTanu, author of Growing up in Transit:DanauPolitics of Belonging at an InternationalThewas orn in Canada to a Chins-School,fathr and a Japans mothr. ShIndonsianintrnational shools in multiplattnddfor most of hr arly lif andountrisSh idntifis as a “Third Culturduation.(TCK)—a transnational youth raisdKid”th ultur of hr parnts. In hr ookoutsidturns to issus of languag, knowldgTanupolitis y offring insights from hrandwork at Th Intrnational Shool (TIS) infildmany TCKs of non-English spakingForthir xprin of English-mdiumfamilis,shools rsml that ofintrnationalimmigrants in English-sond-gnrationountris. Th dominant ultur ofspakingshools has signifiant impatintrnationalth intrultural dynamis that our ononas wll as in th hom.ampusdsris how fluny in English omsTanuwith ing intrnational, and marksonflatdstatus of osmopolitan ultural apital.thaffts studnts’ slf-prption, as wllThistaught, oftn ntangld with th intrsts ofisultur and rligion. On whatnation-uilding,an som popl laim that thir varity ofasisis inhrntly ttr than anothr? Aslanguagusrs of a languag, to what xtntindividualand should w rsist and hallng linguistianmay instans whn a partiularThrvarity is not mor propr in somlanguagsns, ut mor appropriat to thasolutIn knowing a languag, on alsosituation.how to us it in diffrnt forms—words,knowsand rgistrs—dpnding on thphrassin shool, with los frinds, in a joontxt:with family, and so on. This is od-intrviw,a phnomnon many of our radrsswithing,intrnational shools will rogniz as ing ainstory is insparal from th prosss ofThisand gloalization, whih undrpinolonialismhirarhis. “Th primay ofsoioulturalis insparal from th history of thEnglishII. PerspectivesII. Perspectivesonvntions?transfrring or aquiring knowldg.shools and govrnmnts, on partiular formpart of thir daily livs.Box 4.2: English language and the politics of belonging at international schoolsJakarta, Indonsia.as thir rlationships with family mmrs.97
II. PerspectivesEmpir and postwar Amrian gloalBritish(Fild quotd in Tanu 2017). Tanudomination”a prsonal story of how hr duationoffrspowr rlations within hr family.afftdI was growing up, I flt a sns“Assupriority for spaking English. Iofarguing with Mom in my tnsrmmrI swithd from Japans to EnglishwhnI spok fast, using Englishmid-argumnt.that I knw wr too diffiultxprssionsmy Japans mothr to undrstandforto hr limitd English. Sh askd mduspak in Japans. I talkd ak, tllingtosomthing to th fft that Englishhrmy first languag and sh was goingwashav to dal with it. My outurst wastoomination of gnuin frustrationanot ing al to xprss myslf inatas wll as I ould in English, andJapansat ing al to spak Englisharroganand apitalist disourss aoutColonialand ultur hav imud Englishlanguagsuh powr that vn a hild an uswithas ultural apital to maintain orlanguagrlations of powr with adults.”hallng2017)(Tanutahing was ntral to manyLanguagprojts, along with th intntionalolonialof nativ populations thatultivationth olonizr’s tasts. This mimiry,adoptdlanguag and valus, y th olonizdofis dsrid as on of th mostpopls,th varitis, ants and dialtsConsidrEnglish languag that ar spokn in yourofWho is said to spak English “wll” and1.dos this man?whatolonial sujt forvr rahing utthth sam ut not quit”inadquat—“almost2017). To spak th olonizr’s languag(Tanuknow thir ways has long n a stratgyandgain soial moility, furthr nforingtoolonizr’s position. Languag is ththtool w us to assrt politiizdinstrumntaland signal our intllign andidntitisin th workpla, as wll as thomptnor strutur, dpnding on your position,trap,plas us in a ultural ontxt. Our antthatth “story of whr w hav n andtllsw ar going”, in whih th spakrwhrlistnr signal and disrn informationandposition thmslvs in “intrnalizdtohirarhis” (Tanu 2017).soioulturalgivs th xampl of South AsianTanuwho samlssly swithd twnstudntsEnglish with a South Asian antspakingspaking to prs from South Asia,whnspaking with an Amrian antandnon-South Asians. Sh xplains howtoants nals th spakr to“swithingth privilgs that English ntails, whilassrsisting its powr to dfinsimultanouslyidntity” (2017). Th Indian studntsthirosrvd at TIS, in hr viw “rlaimdshpowr to mark th oundaris twnth(South Asian) and outsidrs (non-insidrsAsian) y ing sltiv of whthrSouthspok using an Indian (insidr) ant,thyAmrian (outsidr) ant” (2017). Thsorwr th gatkprs dtrminingstudntswas an insidr or outsidr and thirwhoWhat assumptions ar mad aout diffrnt2.asd on th way thy spakpoplWhat do you think popl infr—rightly or3.you y th way you spakwrongly—aout4ttr than hr …fftiv stratgis of olonial powr, lavingpowr am from ant.For reflectionThe English language and youEnglish?ontxt.English?98
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what th anthropologist Wad Davis
Dspit
English is oftn th gloal lingua franca—a
says,
languag twn spakrs of diffrnt
shard
languags. English is also th mdium
nativ
intrnational duation, positioning it as a
of
in whih knowldg is transfrrd
languag
aquird gloally. Many studnts rading
and
ook and studying this sujt do not us
this
as a first or vn sond languag.
English
what that mans for th way thy ar
Considr
dos it man to know a languag “wll”?
What
is th aritr of “wll-spokn” or “wll-
Who
languag? It is important to onsidr
writtn”
rol of duation in dfining propr
th
Th standard forms of languag taught
languag.
shools, for xampl, ar idalizd. Through
in
Tanu, author of Growing up in Transit:
Danau
Politics of Belonging at an International
The
was orn in Canada to a Chins-
School,
fathr and a Japans mothr. Sh
Indonsian
intrnational shools in multipl
attndd
for most of hr arly lif and
ountris
Sh idntifis as a “Third Cultur
duation.
(TCK)—a transnational youth raisd
Kid”
th ultur of hr parnts. In hr ook
outsid
turns to issus of languag, knowldg
Tanu
politis y offring insights from hr
and
work at Th Intrnational Shool (TIS) in
fild
many TCKs of non-English spaking
For
thir xprin of English-mdium
familis,
shools rsml that of
intrnational
immigrants in English-
sond-gnration
ountris. Th dominant ultur of
spaking
shools has signifiant impat
intrnational
th intrultural dynamis that our on
on
as wll as in th hom.
ampus
dsris how fluny in English oms
Tanu
with ing intrnational, and marks
onflatd
status of osmopolitan ultural apital.
th
affts studnts’ slf-prption, as wll
This
taught, oftn ntangld with th intrsts of
is
ultur and rligion. On what
nation-uilding,
an som popl laim that thir varity of
asis
is inhrntly ttr than anothr? As
languag
usrs of a languag, to what xtnt
individual
and should w rsist and hallng linguisti
an
may instans whn a partiular
Thr
varity is not mor propr in som
languag
sns, ut mor appropriat to th
asolut
In knowing a languag, on also
situation.
how to us it in diffrnt forms—words,
knows
and rgistrs—dpnding on th
phrass
in shool, with los frinds, in a jo
ontxt:
with family, and so on. This is od-
intrviw,
a phnomnon many of our radrs
swithing,
intrnational shools will rogniz as ing a
in
story is insparal from th prosss of
This
and gloalization, whih undrpin
olonialism
hirarhis. “Th primay of
soioultural
is insparal from th history of th
English
II. Perspectives
II. Perspectives
onvntions?
transfrring or aquiring knowldg.
shools and govrnmnts, on partiular form
part of thir daily livs.
Box 4.2: English language and the politics of belonging at international schools
Jakarta, Indonsia.
as thir rlationships with family mmrs.
97