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september 14 15 2019 organized by faculty of letters universitas negeri malang um world englishes a symbolic power to oppose internalized racism uning musthofiyah and lilik isnainiyah the university of ...

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                                                 September 14 – 15, 2019 
                            Organized by Faculty of Letters, Universitas Negeri Malang (UM) 
                                   
          WORLD ENGLISHES – A SYMBOLIC POWER TO OPPOSE INTERNALIZED RACISM 
                        Uning Musthofiyah and Lilik Isnainiyah 
                      The University of Merdeka Malang, Malang 
                         uning.musthofiyah@unmer.ac.id 
                          MTSS Darussalam, Jombang 
                           lilik.isnainiyah@gmail.com 
                                   
            Abstract: Recently there has been a growing recognition in the use of World Englishes worldwide. Along with 
            the growth of economy and an increasing number of English users among nations in Kachru’s expanding 
            circle, the World Englishes that initially reflect the varieties of English, are instead used as a symbolic power 
            to oppose internalized racism which has been rooted for centuries among post-colonial countries. By using 
            Critical Interpretive Synthesis, the researcher summarizes the empirical evidences of internalized racism. The 
            awareness of internalized racism will help students to learn English without being subjected to the latent 
            oppression of English language imperialism. 
             
            Keywords: internalized racism, world Englishes, critical interpretive synthesis, character building, language 
                  imperialism 
         INTRODUCTION 
             As time evolves by, World Englishes has emerged to be an alternative to Standard English (i.e., British 
         English, American English and Australian English) that offers choice for English learners to redefine their goal 
         and how it could benefit their life.  According to Chen (2013), language offers more than just a communication 
         tool but also brings impact on self-identity and behaviour. Thus, understanding how language could influence 
         one’s  behaviour  and  identity  reinforces  the  need  to  seek  for  alternatives  that  bring  more  benefits  than 
         otherwise. This is exemplified by a case of EFL learners who study English to imitate proficiency level of native 
         English, which eventually makes such unrealistic and intimidating goal, leading to inferiority and insecurity in 
         their local accents which are supposedly to be proud of, rather than being regarded as linguistically deficient. 
         For the EFL learners, the longing for imitating native proficiency might come from aspiration on westerners’ 
         value; however, to some extent, this tendency should be put under scrutiny, to which it reflects internalized 
         racism.  
              From some literature, the internalized racism refers to an acceptance of belief and attitude that certain 
         group is more superior to others which leads to a feeling of inferiority (Paradies, Harris, & Anderson, 2008). If 
         left unaddressed, this issue subsequently maintains unfair treatments & unequal opportunities across groups 
         (Paradies as cited in Berman & Paradies in 2008). Due to its subtle existence and its deeply-rooted problem in 
         society, people often regard internalized racism as normal thing in life. In the United States, literature about 
         internalized racism commonly discuss African Americans (Blakesley, 2016; Molina, & James, 2016); whereas in 
         Australia, it is frequently about aboriginal groups (Internalized Racism, n.d; Paradies & Cunningham, 2009). 
             In relation to English Language Teaching, particularly among  Kachru’s inner circle and expanding circle, 
         embracing realistic goals in learning English is more desirable while in the same time involving two factors that 
         support effective communication in the global stage: intelligibility and comprehensibility (Jung, 2010), In this 
         situation, speaking English with local dialects is no longer perceived as linguistically deficient but as  linguistically 
         diverse with a set of local culture to be proud of.  Social perspective in Second Language Acquisition (SLA) 
         should be taken for consideration rather than entirely adopting norm-referenced English Language (Kirkpatrick, 
         2011).  World Englishes allow users to embrace their national identity through local accents (Kirkpatrick in 
         Kirkpatrick, 2011) that involves several features for successful communication, such as pragmatics, discourse 
         analysis, genre analysis and involves consideration of culture and sociolinguistics (Pakir, 2009).  World Englishes 
         is  very  important to be disseminated in the region of Asia for liberating from colonial mentality, especially 
         expanding circles and outer circles that had once experienced colonialism.  
              In  order  to  preserve local  language and liberate oneself from colonial mentality through character 
         education among students in the post-colonial countries, internalized racism should be well addressed. Because 
         inferiority will turn into barrier that could reduce the dynamics of local and minority languages. Based on Hans 
         Rausing Endangered Languages Project Annual Report as cited in Kirkpatrick (2011), International language 
                                                            
         ISoLEC Proceedings 2019                          113 
          
          
                                                 September 14 – 15, 2019 
                            Organized by Faculty of Letters, Universitas Negeri Malang (UM) 
                                   
         teaching can lead to the diminishing local and minority language. For the purpose of learning English without 
         diminishing local culture and language, it is necessary to consider World Englishes as an alternate one. 
              In this article, the objective of study is to critically review the World Englishes and Internalized racism 
         and how they are interrelated. By using several articles that have been predetermined, we try to identify the 
         reasons why we need to disseminate the world Englishes among post-colonial countries to provide choice for 
         English language learners as an alternative to the norm-reference English.  
              
         RESEARCH METHOD 
             Through Critical Interpretative Synthesis (CIS), a new theory is generated from in-depth discussion and 
         relevant empirical evidences (Dixon-Woods et al., 2006). Sampling of the data is taken from some articles and 
         other  empirical  evidences  as  well  as  other  documents  that  imply  the  existence  of  internalized  racism  and 
         explore why the World Englishes become a subtle force for social justice. As part of meta ethnography, CIS 
         allows researchers to analyse various types of literature as in depth as possible. Therefore, the following review 
         questions  are  as  follows  (1)  How  are  Internalized  racism  reflected  among  English  users  in  post-colonial 
         countries?, and (2) Why does World Englishes help to oppose internalized racism? 
             Data collection from electronic databases is quite few; we managed to filter up to 11 articles in the 
         final stage. The inclusion criterion includes articles that discuss empirical studies in the form of qualitative or 
         quantitative studies, some documents that can provide relevant information to answer research questions. We 
         also  provide some keywords for tracking down some relevant articles from electronic databases as part of 
         purposive sampling method. After all selection process is completed, the shortlisted articles remain as relevant 
         sources which are further taken into a stage of data extraction.  
              
         DATA ANALYSIS 
             The shortlisted articles are taken for in depth analysis. It requires a lot of time for researchers to read 
         some relevant articles and to prepare a summary of no more than two pages for each paper. In each summary, 
         a brief information about the objective of study, and research method of each paper are elaborated to illustrate 
         some perceived features related to internalized racism and world Englishes. During analysis, the researchers 
         continue searching for articles that could fill the information gap found during the analysis. As a result, from 
         these studies there are several synthetic constructs, as follows: 
             1.  Internalized racism 
             2.  Inequalities 
             3.  Word Englishes 
              
         RESULTS AND DISCUSSION 
             Finally,  three  synthetic  constructs  were established  to identify  the  existence of internalized racism 
         among English users in the post-colonial countries and to provide some reasoning on why World Englishes acts 
         as a weapon against internalized racism. The first synthetic construct is internalized racism that is reflected 
         through an aspiration of norm-referenced English which at the same time undermining the local accents of 
         English learners. Pakir (2009) said that International English (IE) paradigm focuses on reducing accents and 
         setting a goal to closely resemble native speakers’ proficiency which make such a goal difficult to achieve, unless 
         only for  a handful of people. Such an idealistic goal disregards the main purpose of communication for mutual 
         understanding which involves various elements in addition to verbal aspect.  
             In  fact,  the  internalized  racism  stand  along  with  postcolonial  ambivalence  might  refer  this 
         phenomenon.  As for postcolonial ambivalence, it describes hybridity of selves among post-colonial countries 
         which position them between state of aspiring and rejecting the values of ex-colonizers, resulting in the need to 
         imitate the norms of colonials while struggling to preserve their local values (Bhabha in Sayed, 2016). For post-
         colonial countries who have experienced layers of colonization for centuries, the feeling of aspiration toward ex-
         colonizers is not easy to get rid of.  Cultural and linguistic imprints left by ex-colonizers may still persist (Kachru, 
         1997).  
             Moreover, internalized racism is exemplified on the Association of Southeast Asian Nations (ASEAN) 
         Charter Article 34 as cited in Kirkpatrick (2011), ASEAN promotes a linguistic monopoly for English language 
         despite of having a large diversity of languages in the region, which is contrast to the European Union (EU) that 
         comes with 23 official languages (Dosch & Mols, 1994; Kirkpatrick, 2011). Historically, almost all ASEAN member 
         countries  were  colonized  by  Westerners,  except  Thailand,  so  that  the  psychological  effects  of  years  of 
         colonization are not easy to diminish, they still consider westerners’ value is more superior, which is in contrast 
                                                            
         ISoLEC Proceedings 2019                          114 
          
          
                                                 September 14 – 15, 2019 
                            Organized by Faculty of Letters, Universitas Negeri Malang (UM) 
                                   
         to the EU acknowledging several official languages, showing an acceptance of language diversity without any 
         superior language. This tendency, certainly, needs to be readdressed because of irrelevancy of today’s situation. 
         With the economic growth, better quality of welfare as well as better education and human resources, South-
         east Asian Nations turned into a major global socioeconomic group in global stage (Asian Development Bank 
         2012 in Joseph & Matthews, 2014).  
             The existence of Internalized racism is evident through a term of Eikawa which Kachru (1997) describes 
         as the psychological dominance in the human mind that affects individual’s perspective on western world. 
         Eikawa is further described as infatuation and admiration towards western culture and set Caucasian race in a 
         higher  position  or  superiority.  It  accepts  one  group's  superiority  towards  others.  Without  any  doubts,  it 
         indicates the existence of internalized racism. Another case is exemplified by Singaporean government that sets 
         a government decree on ideology of standard language (Bao in Schmitz, 2014), positioning Standard English as 
         superior to Singlish that is more representative to local culture.  
             The second synthetic construct is inequalities for English language users. According to Garcia as quoted 
         in  Kirkpatrick  (2011),  there  is  a  distinct  characteristic  between  monolingual  and  multilingual  children  that 
         separates them from unified and similar testing in language learning. The multilingual proficiency cannot be 
         compared  with  monolingual  proficiency  that  is  benefitted  from  its  native-ness.  Interestingly,  the  official 
         language testing program considers English language learners from an expanding circle as linguistically deficient 
         even though other varieties in the Kachru’s inner circle are also based on language deficiency from the original 
         British English. Moreover, non-native teachers within the expanding circle and inner circle range are considered 
         inferior  to  native  teachers even though local teachers are better able to grasp socio-pragmatics which are 
         required for effective communication on basis of contextual meaning.  
             The third synthetic construct is World Englishes that recognizes Native English teachers (NETs) but also 
         accepts the existence of multilingual English teachers (METs), giving many choices for English users on how 
         English  should  be  taught.  Meanwhile,  the  advantages  of  Multilingual  English  Teachers  are  that  they  can 
         understand the socio-pragmatics for successful communication. For example in Southeast Asian region, socio-
         pragmatics such as accepting compliments, asking for requests and no interruption during talk (Kirkpatrick, 
         2011) set to provide effective communication and prevent misunderstanding. With the multilingual model, 
         intelligibility and comprehensibility are the main goals (Jung, 2010).  It does not work in line with IE paradigm 
         that considers local accents as a mistake that must be avoided.  According to McVeigh (as cited in Rivers, 2011), 
         if learning English continues to focus on the Inner Circle Model, then the inferiority complex will always be there 
         and persist. He further explains that inferiority complex continues exist as foreign language learners set an 
         unrealistic  goal  for  language  proficiency.  When  it  is  very  difficult  to  achieve,  they  will  feel  inadequate  and 
         inferior toward those of native English speakers who are benefitted from this situation since birth.  
              
         CONCLUSION 
             From the three synthetic constructs, the idealization toward Standard English could be rooted from the 
         concept of internalized racism. Given the growing number of English language users in the expanding circle as 
         well as the increasing number of immigrants who speak non-English as mother tongue in the inner circle, this 
         issue  regarding  English  Language  Teaching  should  be  readdressed  in  order  to  create  more  practical  and 
         accommodating English language in the global stage. For post-colonial countries, World Englishes provide a 
         choice to liberate ones from colonial mentality and treat local accents as part of cultural identity rather than  
         linguistic deficiency.  
             At last, this article has some limitations for generalization as it comes with few empirical evidences and 
         non-exhaustive synthetic constructs. Therefore, future study should address this problem and provide more 
         comprehensive, in-depth analysis in order to provide thorough understanding about internalized racism and 
         World Englishes. 
          
         REFERENCES 
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         Blakesley,  B.  M.  (2016).  African-American  and  Black  women's  process  of  learning,  unlearning  and  resisting 
             internalized racism (Unpublished doctoral dissertation, 2016). Smith College. Retrieved July 28, 2019, 
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         ISoLEC Proceedings 2019                          115 
          
                     
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                    ISoLEC Proceedings 2019                                                                                                 116 
                     
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...September organized by faculty of letters universitas negeri malang um world englishes a symbolic power to oppose internalized racism uning musthofiyah and lilik isnainiyah the university merdeka unmer ac id mtss darussalam jombang gmail com abstract recently there has been growing recognition in use worldwide along with growth economy an increasing number english users among nations kachru s expanding circle that initially reflect varieties are instead used as which rooted for centuries post colonial countries using critical interpretive synthesis researcher summarizes empirical evidences awareness will help students learn without being subjected latent oppression language imperialism keywords character building introduction time evolves emerged be alternative standard i e british american australian offers choice learners redefine their goal how it could benefit life according chen more than just communication tool but also brings impact on self identity behaviour thus understanding ...

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