week 11. English in an era of globalization.

     I agree with Freidman that today we enjoy the possibility to stay in our own locale while engaging in a 'globally linked economic and information system' (McKay 1). However, globalization exposed the poor counries' inability to equally engage in various inter cultural interactions due to the lack of technology and poor economy. In addition, a loss of cultural and linguistic diversity took place and is still taking place today. For example, when I studied in High School, we did not focus on the Buryat language as much, but rather the English language was imposed upon us, students. Moreover, the Buryat language was offered only in a few number of schools and was generally regarded as something unnecessary and not useful.However, I regret today that I do not speak my native language because I take pride in my native language as part of who I am. Scholte's interpretation of 'globalization as westernization, or modernization, suggesting the spread of capitalism, industrialism, and bureaucratism' reflects the situation in Russia in the early 90s. After the former USSR collapsed in 1991, the Iron Curtain fell, and Russia was suddenly exposed to Europe and the USA. The English language was and is in great demand in Russia today. Heads were looking in the direction of the West and westernization took minds of the young generations as economic, educational and mass media incentives provided motivation for English learning. Westernization was and is still equalled to being modern and being part of a global order. Thus, I agree with Cabagarajah that 'the local shouln't be of secondary relation to the dominant discourses and institutions from powerful communities' (McKay 2).  I believe that TESOL educators should be aware of the power the English language imposes upon us and how it promotes the desire to join the imagined communities. I think it is important to implement discussions and workshops where ESL/EFL students' can share stories on their culture, language, and literacy. Moreover, I think it is important to make students aware why English is the dominant language today and how it reflects social relations. I wish I read this article when I was in High School as it would have educated me about the political and economical powers of the English language. This would help me realize how dominant the discourse is and that it makes the local be percieved as a subfield while it is not.

Racial discrimination still takes place. I believe this topic should be introduced into school education as well as in higher education.Professional racism is the most dangerous form of racism as it is a new form of cultural racism in disguise. Moreover, racism in academic settings is the one that is expected least of all. I believe such cases should be reported as it is the only way to develop democratic learning communities. As TESOL educators, we should be particularly aware of the racialized discources of Islamophobia and Otherization. Other cultural and ethnic groups such as  African-Americans, Asians, and Latinos also may experience Otherization.
I myself experienced otherization when I was in middle school. I lived in Anadyr, the very North of Russia, and chukchi and eskimos were Ohterized and percieved as inferior, less intelligent, and not neat in appearance.

Week 8. Cultural representations: Culture and teaching materials.

After reading the material for this class I realized that our teachers of English never really examined the politics of unequal relations of power hidden behind taken-for-granted knowledge. Consequently, we, students, and even teachers, were perceiving the Western culture and the English language as the dominant discourse. Thus, unknowingly, teachers still reproduce and legitimize unequal power relationships both in and outside the classroom.Western foreign-language culture in Russia is still regarded as the dominant one. Of course, it does not apply to every citizen of Russia, and I have noticed that people actually take pride in their language and culture, especially indigenous people like Buryat for example (from personal experience). However, knowing Western languages such as English, German, French, and such Eastern language as Chinese is viewed as a strong plus when applying for a job, even if there will be no need in the language as such. As a result, I had always thought that by choosing a profession connected with the English language, I would have a better life in terms of earning good money and would achieve a higher social status. Moreover, the way I viewed my society was strongly influenced by the images and text brought by media and textbooks. In terms of race, I hardly remember African-American people in our textbooks. This picture is still in my mind: some Mr. Smith, white, sitting comfortably in his living room and reading a newspaper with a pipe in his hand. Or some Ms. Lucy, also white, a student or a teacher, wearing business clothes and with some papers in her hands. As for media, Russian television is strongly influenced by Western movies to the extent that some of my freinds would say critisize Russian movies as lacking the same effects that make a movie seem real. So, I remember my university groupmates and I discussing Beverly Hills which was a popular series among the youth back in 1997.  Thus, I can confirm that media and text bring a strong message to societies who rules the world. As a result, I strongly believe that constant text and media should and must be used as instruments for social development, not social prejudice. TESOL must be aware of the implicit messages of the texts and media about the power relations and promote social justice and equality through discussions and appropriate textbook choices.