Language And Globalization Summary

Introduction Debates surrounding linguistic, social and cultural identity have been central issues for individuals who have crossed national, geographical or linguistic borders. As the world diverges into homogeneity, people tend to question their own place in the world. Globalization changing experiences of work and social life leads to new perceptions of the self. Throughout the book “Language and Globalization” by Maryam Borjian, many authors struggle with their own cultural identity due to their travels over national boundaries. Sung-Yul Park discusses how names are subject to either power or tension due to socio-cultural and linguistic identity. Brock-Utne explains how her identity is reflected by historical inequalities that are still …show more content…
As a child, Brock-Utne grew up bilingually through German and Norwegian languages. Historically, the Nazi German war effected Brock-Utnes’ own identity. Growing up she would speak German in her house but was soon told the language was looked down upon because of the Nazi’s. Learning that the tongue of her family was something to be ashamed of was “a tough emotional experience” (2017, p. 135). Cultural history shapes and influences what people are. Having a poor perspective on her own language and background leads her to question her own identity. Through Brock-Utnes’ educational experiences, she relates to a Kenyan author’s story. In this Kenyan authors book, he explains his school experiences and how he was punished or looked down upon for speaking his mother tongue. Students were “turned into witch hunters and traitors to their own linguistic community”(2017, p. 135). They were forced to turn each other in for speaking this forsaken language. The humiliating experiences lead to issues of self-consciousness and shame. Similarly, during Brock-Utnes’ childhood she needed to mask her own language of German due to underlying associations with the German Nazi war. Brock-Utne concludes hiding ones mother tongue is “an attack on their identity” (2017, p. 135). Furthermore, when crossing boarders it is expected to be educated in the main language of the country. While Brock-Utne was teaching in Tokyo she was labeled illiterate for not understanding their main language. She realized “I am illiterate—in Japanese script” (2017, p. 140). Although Brock-Utne is educated in various languages, she is looked down upon for not accustoming herself to the language of Tokyo. Linguistic and historical cultures are key conceptions in the formation of ones