Language as a Border
This infographic is based on Dr. Kamran Khan's keynote at the 1st ROLE Symposium. It explains how language can cause people to be perceived as either “citizens” or “non-citizens” by their government or peers, resulting in social and institutional discrimination.
Language proficiency is enforced through many citizenship tests and governmental processes around the world.
But what are the implications of using language as a border?
How do language & citizenship interact?
Language-identity hierarchy
Language is linked to who is perceived as a citizen and who isn’t, creating a hierarchy even for those who are legal citizens.
The “ideal citizen” is associated with being a "native speaker” and monolingual. They give the state a sense of secure homogeneity.
The “non-citizen” is associated with being a migrant, “non-native speaker,” and multilingual. They are seen as inherently problematic or threatening.
Social and institutional policies
People not considered the “ideal citizen” are subject to social and institutional policies that are enforced through language. Below are examples from three different countries.
Denmark’s “Ghetto Policy” designates certain areas as "ghettos" regardless of their constituents’ citizenship statuses.
One criterion: “half or more of the residents are of non-Western descent” — meaning anyone not from North America, Europe, Australia, or New Zealand..
Children in these areas are then separated from their families for 25+ hours/week of mandatory Danish values & language classes.
The US has no official language. But, passing an English proficiency test is required for:
citizenship or immigration
education and university
The 2001 “Northern Race Riots” in the UK were blamed on migrant communities — even if the people were actually citizens.
The UK then added an English speaking/listening requirement to their citizenship test.
How are people affected?
Non-citizens are ostracized & burdened, leading to a pattern of isolation & lack of support.
Families, children, & entire communities face harm, loss of rights, & culture erasure.
What can we do?
Write letters to media editors to reframe their perception of "nativeness" and the legitimacy of language testing.
Question language testing policies and hierarchical structures out loud or in school.
Ask elected officials about their policies in this area and advocate for change.
Ask yourself
How does your own experience as a listener interact with accents, race, & ethnicity?
What is your responsibility as a language perceiver?
Source
Khan, Kamran. (2024). Citizenship, security and the ‘undecidability’ language. Keynote presented at the 1st ROLE Symposium.
Created by: Emerson Peters
Edited by: Dr. Lauretta Cheng
Reviewed by: Dr. Kamran Khan and members of the ROLE Collective
Ready to learn more? Find readings, resources, and more below.
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Towards an Indigenous relational approach to reframing “native speaker” | 1st ROLE Symposium | Dr. Wesley Y. Leonard
Aestheticizing and Racializing (Non)Nativeness in English | 1st ROLE Symposium | Dr. Vijay Ramjattan