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ASL/ALS CLASS 12 ENGLISH PROJECT
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ASL/ALS CLASS 12 ENGLISH PROJECT
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ASL/ALS CLASS 12 ENGLISH PROJECT
1. 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. 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. 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. 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. 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. 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 different areas of the world which will be discussed in a later part of this project.
7. 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 effectively 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. 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 efficiently 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 effectively. Language is considered an important tool that helps to create cultural ties,
friendships, and relationships. It is a medium used to offer 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
different cultures in the world and it themselves the language that primarily distinguishes the differences 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. 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. 10. RELATIONSHIP BETWEEN LANGUAGE AND CULTURE Learning about different 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 differences 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 different set of values and beliefs. Language affects the way we perceive the world and therefore, it affects how we choose to interact with it.
11. 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. 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 shifted towards cultural assimilation of the Korean people Imperial Decree 19 and 20 on Korean Civil Affairs went into effect, 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 shifted more aggressively towards cultural assimilation after 1939. This left 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. 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. 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. 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. 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. 17. BIBLIOGRAPHY • Wikipedia • Fluentu.com • Mycbseguide.com • CLASS 12 ENGLISH TEXTBOOK FLAMINGO • UCLA ASIA PACIFIC CENTRE
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SagarikaSaikia5 Jan. 09, 2023
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VanshBindal4 Jan. 07, 2023
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