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ASL/ALS CLASS 12 ENGLISH ! " #

PROJECT
TARUN JAIN

Feb. 06, 2022 • 48 likes • 211,616 views

$ % 12 of 17 & '

CBSE CLASS 12 ENGLISH PROJECT ON LINGUISTIC CHAUVINISM

Education

License: CC Attribution-NonCommercial-ShareAlike License

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% ASL/ALS CLASS 12 ENGLISH PROJECT

1. Acknowledgement I, _______________________, of class XII of Sachdeva Public
School (Rohini), do hereby declare that this project is my original work. I extend my
appreciation and gratitude to my English teacher, for her wholehearted support
and guidance for the successful completion of the project. Name of the student:
_____________
2. Certificate This is to certify that the project entitled <Topic of Project> is
authentic work carried out under my supervision as part of the CBSE curriculum of
class XII ENGLISH and that it is as per the guidelines issued by CBSE. To the best of
my knowledge, the project is original, and a bona fide work undertaken by
<name>. Name of English Teacher: Signature:
3. OBJECTIVE THIS PROJECT IS BASED ON LINGUISTIC CHAUVINISM INSPIRED BY
THE THEME OF “THE LAST LESSON” –BY ALPHONSE DAUDET. THE OBJECTIVES OF
SELECTING THIS TOPIC ARE: • EXPLAINING LINGUISTIC CHAUVINISM •
HIGHLIGHTING THE IMPORTANCE OF LANGUAGE • DESCRIBE THE CONCEPT OF
FREEDOM OF SPEECH AND EXPRESSION • RELATIONSHIP BETWEEN LANGUAGE
AND CULTURE • HISTORICAL EVENTS WHEN FREEDOM OF SPEECH AND
EXPRESSION WERE THREATENED
4. ACTION PLAN DURING FIRST TERM WE WERE INFORMED ABOUT THE PROJECT
AND OUTLINE WAS PROVIDED ALTHOUGH DETAILED INFORMATION REGARDING
THE FORMAT WAS PROVIDED AFTER TERM-I EXAMINATION, WHICH GAVE AMPLE
TIME TO PLAN ABOUT HOW TO PROCEDE WITH THE PROJECT. AFTER THAT
DIFFERENT TOPICS BASED ON WHICH PROJECT CAN BE PREPARED WERE
PROVIDED AND FINALISED. FURTHER RESEARCH REGARDING THE TOPIC WAS
DONE, A QUESTIONNAIRE WAS MADE AND RESPONSES WERE RECEIVED. ALL THE
INFORMATION COLLECTED EITHER FROM INTERNET OR QUESTIONNAIRE
RESPONSES WAS COMBINED AND A DRAFT WAS PREPARED AND SUBMITTED.
AFTER MAKING SOME ADJUSTMENTS, APPROVAL FROM THE TEACHER WAS
RECEIVED AND THIS PROJECT WAS COMPLETED.
5. INDEX • ACKNOWLEDGEMENT • CERTIFICATE • OBJECTIVE • ACTION PLAN •
INTRODUCTION • CONCEPT OF LINGUISTIC CHAUVINISM • IMPORTANCE OF
LANGUAGE • QUESTIONNAIRE • HISTORICAL EVENTS WHEN LINGUISTIC IDENTITY
WAS THREATENED FRANCO-PRUSSIAN WAR (1870) JAPANESE INVASION OF
KOREA (1910-1945) ANNEXATION OF TIBET BY PEOPLE’S REPUBLIC OF CHINA
(1951) • CONCLUSION • STUDENT REFLECTION • BIBLIOGRAPHY
6. INTRODUCTION Freedom of speech is a principle that supports the freedom of
an individual or a community to articulate their opinions and ideas without fear of
retaliation, censorship, or legal sanction. The right to freedom of expression has
been recognised as a human right in the Universal Declaration of Human Rights
and international human rights law by the United Nations. Many countries have
constitutional law that protects free speech. The freedom of expression includes
any activity of seeking, receiving, and imparting information or ideas, regardless of
the medium used. Linguistic chauvinism is a direct threat to freedom of speech and
expression as it restricts a particular group/community from communicating in
their language and forcefully imposing a foreign language on them. Incidents of
linguistic chauvinism have been witnessed many a time in history in di!erent areas
of the world which will be discussed in a later part of this project.
7. CONCEPT OF LINGUISTIC CHAUVINISM “Chauvinism” is a devotion for or against
something, just based on what you feel (not necessarily what you may know).
Linguistic Chauvinism is the inordinate love for one’s language. This love is so
much strong that one considers one’s language superior to all the other languages
of the world and imposes one language on others. This theme is e!ectively brought
out by the writer Alphonse Daudet who teaches people to hold on fast and guard
their language which is the key to their freedom and symbolizes their identity. This
happens generally when the language imposed is that of the ruling class. But it
could be something as simple as Tamil speakers who start talking in Tamil as soon
as they see non-Tamilians around or Japanese colonizers in the early 20th century
who banned the Koreans from using their language and even forced them to use
Japanese names. Also, sometimes it can lead to partition as in the case of Pakistan
and Bangladesh which lead to the BENGALI LANGUAGE MOVEMENT which resulted
in the partition.
8. IMPORTANCE OF LANGUAGE Language matters a great deal as this is what helps
to distinguish the sayings of one individual from the other. If used e!iciently it is a
powerful and strong weapon that will leave memorable impressions on the
listener. The importance of language in our society is clear as it has helped to
smooth social contacts, preserve our culture and convey our thoughts to
individuals and people in groups e!ectively. Language is considered an important
tool that helps to create cultural ties, friendships, and relationships. It is a medium
used to o!er shape to the thoughts, ideas and emotions depending upon the
perception of reality and portray it to others in a manner that the people listening
can understand and relate to them. A common language is a symbol of social
solidarity and gives the impression of cultural kinship. There are di!erent cultures
in the world and it themselves the language that primarily distinguishes the
di!erences between the cultures and celebrates its unique features. The
importance of language is that it shapes the thought process and perception of
how an individual views the world. It also helps to define the concept of culture in
society because culture and language are closely connected. It is the language that
helps
9. others to understand the culture of a place. It conserves our culture and helps to
spread it as a culture carrier. When you know the language, it signifies that you are
aware of the culture and can connect with people in that language.
10. RELATIONSHIP BETWEEN LANGUAGE AND CULTURE Learning about di!erent
cultures helps us approach languages with new insight. It allows us to delve deeper
into the meaning of words and expressions and helps us feel more connected to
each other. To fully appreciate a language, one needs to understand the culture of
the people who speak it as they’re intrinsically connected. One won’t fully master a
language unless they understand the culture, just like they will never fully
understand a culture until they have immersed themself in a study of that
language. This is because language is constantly in flux and largely dependent on
the ever-evolving views, values and customs of its speakers. The di!erences
between the two cultures are reflected perfectly in their languages. Mastering the
nuances of a language means being able to understand people who grew up with
an entirely di!erent set of values and beliefs. Language a!ects the way we perceive
the world and therefore, it a!ects how we choose to interact with it.
11. HISTORICAL EVENTS WHEN LINGUISTIC IDENTITY WAS THREATENED • FRANCO-
PRUSSIAN WAR (1870) AFTER THE DEFEAT IN THE WAR PRUSSIA GAINED THE
CONTROL OF FRENCH DISTRICTS ALSACE AND LORRAINE WHICH SERVED AS THE
CENTRES FOR THE PRUSSIAN ARMY DURING THE WAR. DUE TO THE LARGE
PRESENCE OF PRUSSIAN SOLDIERS AND GAINING CONTROL OF THESE DISTRICTS
PRUSSIAN EMPIRE STARTED IMPOSING ITS CULTURE AND GERMAN LANGUAGE ON
THE PEOPLE LIVING HERE. ORDERS REGARDING TEACHING OF ONLY THE GERMAN
LANGUAGE IN SCHOOLS WERE PASSED AND THOSE WHO KNEW HOW TO READ AND
WRITE FRENCH WERE FORCED TO FLEE. THIS WAS DONE TO DEMEAN THE FRENCH
LANGUAGE AND TO CRUSH THE SPIRITS OF THE NATIVE PEOPLE SO THEY CAN’T
REVOLT IN FUTURE AGAINST THE PRUSSIAN HEGEMONY BECAUSE WHEN THE
PEOPLE ARE ENSLAVED, AS LONG AS THEY HOLD FAST TO THEIR LANGUAGE IT IS
AS IF THEY HAD THE KEY TO THEIR PRISON.
12. • JAPANESE INVASION OF KOREA (1910-1945) AFTER THE ANNEXATION OF
KOREA MANY CHANGES WERE SEEN IN THE EDUCATION SYSTEM OF KOREA. By
1939 Japan’s focus had shi"ed towards cultural assimilation of the Korean people
Imperial Decree 19 and 20 on Korean Civil A!airs went into e!ect, whereby ethnic
Koreans were forced to surrender their traditional use of the clan-based Korean
family name system and many Koreans received a Japanese surname. Integration
of Korean students in Japanese language schools steadily increased over time.
While before this schools in Korea had used mostly Hanja script, during this time
Korean came to be written in a script introduced by the Japanese. In 1928, Hangul
Day (9 October) was inaugurated, which was meant to celebrate the accelerating
Japanization of Korean culture. The Japanese administrative policy shi"ed more
aggressively towards cultural assimilation a"er 1939. This le" less room for Korean
language studies and by 1943 all Korean language courses had been phased out. As
a result of which teaching and speaking Korean was prohibited and whomsoever
disobeyed these orders were forced to migrate to China.
13. • ANNEXATION OF TIBET BY PEOPLE’S REPUBLIC OF CHINA (1951) AFTER THE
ANNEXATION OF TIBET BY CHINA(PRC) A LOT OF EFFORTS ARE MADE TO SUPPRESS
TIBETAN CULTURE AND LANGUAGE. China initially implemented a policy of dual-
language education in Tibetan areas but soon phased it out and started imposing
Mandarin Chinese. Nowadays Tibetans’ devastating lack of economic opportunity
is inextricably related to language. Tibetans who do not speak Chinese have no
access to well-paying jobs and on opposing these policies the Tibetans are sent to
concentration camps located in the Xinjiang region. The loss of the Tibetan
language can be linked to the loss of Tibetan Buddhism, a treasure of Tibetan
culture. People had previously remembered Tibetan by reciting religious chants,
but once the chants were banned, they inevitably lost the language. The loss of
language ability has led to the loss of cultural and social ties within Tibetan
villages.
14. CONCLUSION FROM THE FEW EXAMPLES MENTIONED PREVIOUSLY IT IS CLEAR
THAT WHENEVER A NEW TERRITORY IS CONQUERED BY A NATION, THE LEADERS OF
THAT NATION TRY TO SUPPRESS ANY FUTURE UPRISING BY SEPARATING THE
PEOPLE FROM THEIR CULTURE AND LANGUAGE AS THEY BOTH PLAY A VITAL ROLE
IN CREATING A FEELING OF NATIONALISM. BY IMPOSING A FOREIGN LANGUAGE
DIRECTLY OR INDIRECTLY, AN INFERIORITY COMPLEX CAN BE CREATED AMONG THE
PEOPLE REGARDING THEIR LANGUAGE AND CULTURE WHICH CAN BE
EXPERIENCED EVEN AFTER THAT COUNTRY IS LIBERATED AND FREED. THIS CAN BE
SEEN IN CASE OF INDIA AS EVEN AFTER 74 YEARS OF INDEPENDENCE, ENGLISH
LANGUAGE IS SEEN AS A STATUS SYMBOL AMONG INDIAN CITIZENS AND GIVEN A
SUPERIOR STATUS IN COMPARISON TO OTHER INDIAN LANGUAGES SUCH AS
SANSKRIT, TAMIL, TELEGU, MALAYALAM, HINDI etc. WHICH HAS RESULTED IN
INDIAN YOUTH
15. NOT FEELING CONNECTED TO THEIR ROOTS AND CULTURE. THIS SAME
PATTERN CAN BE SEEN IN OTHER BRITISH AND AMERICAN COLONIES SUCH AS
SOUTH KOREA, JAPAN, AFRICA AND VIETNAM. THUS, IT IS VERY IMPORTANT FOR A
COLONISED/ENSLAVED COUNTRY TO PRESERVE ITS CULTURE BECAUSE AS
QUOTED BY ALPHONSE DAUDET – “When the people are enslaved, as long as they
hold fast to their language it is as if they had the key to their prison”.
16. STUDENT REFLECTION THIS TOPIC HAS BEEN CHOSEN FOR THE PROJECT AS
THE EFFECTS OF LINGUISTIC CHAUVINISM CAN BE SEEN IN MANY PARTS OF THE
WORLD WHICH DEVELOPED A CURIOSITY TO EXPLORE MORE ABOUT THIS TOPIC.
ALTHOUGH IT WAS VERY DIFFICULT TO FIND ANY INFORMATION RELATING TO THE
INCIDENTS OF LINGUISTIC CHAUVINISM IN PAST AND PRESENT BECAUSE NO
NATION WANTS TO ADMIT THE ATROCITIES, THEY HAD COMMITTED TOWARD THE
RESIDENTS OF DIFFERENT TERRITORIES THEY HAD ANNEXED IN THE PAST. THIS
PROJECT PROVIDED A WHOLE NEW EXPERIENCE BECAUSE, WHILE WORKING ON
THIS PROJECT, I CAME TO KNOW ABOUT THE RELATIONSHIP BETWEEN THE
LANGUAGE AND THE CULTURE OF A REGION, THE VARIOUS IMPACTS ON THE
CULTURE OF A REGION IF A FOREIGN LANGUAGE IS IMPOSED THERE. IT ALSO
HELPED ME TO UNDERSTAND THE IMPORTANCE OF LANGUAGE AND THE RIGHT TO
COMMUNICATE IN THAT LANGUAGE FOR THE PEOPLE OF A PARTICULAR REGION.
17. BIBLIOGRAPHY • Wikipedia • Fluentu.com • Mycbseguide.com • CLASS 12
ENGLISH TEXTBOOK FLAMINGO • UCLA ASIA PACIFIC CENTRE

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