THE IMPACT OF GLOBALIZATION ON INDIAN LANGUAGES:

THE LINGUISTIC CONSEQUENCES AND REALITIES

Meti Mallikarjun
Sahyadri college,
Shimoga
metimallikarjun@yahoo.com

Abstract
This paper intends to explore the interactions between globalization and
linguistic consequences i.e. linguistic hegemony, shift, danger, myth and realities
in the domain of higher education and its related networks. The impact of British
period, and the introduction of English in India, on the linguistic map of this
country, is not distinctly visible but have left an impact on the language politics
and intra-national communication network of India... The dynamics of language
of power it is not confined to India alone as well... Similar language planning
situations exists in other former-colonies. The freedom struggle of India is
different from the freedom struggle of other colonies. In all these cases,
language was part of the agenda of the struggle. In other words, managing
linguistic / cultural diversity is one of the central challenges of our time. The
challenges are part of historic process of social change, of struggle for cultural
and linguistic freedom, of new frontiers in the advance of human freedom and
democracy. The important events that need to be studied are the policy decision
of the colonizer and neo-colonizer. The language polices, on the one hand to be
a compromise among the language of the elite (English), the national language
(i.e. to be Hindi) and the regional language. This paper highlights some of the
important policy decisions taken by an imperialists and neo-colonizer – in the
against of globalization and economic liberalization...

Introduction: the beginnings of English hegemony

The spread and rise of English presupposes and entails the existence
and subsequent dissemination of a language that not only took firm roots in
its own country but also through various man oeuvres could and did
establish itself in other parts of the world as well. English today, it is spoken
by several hundred million people spanning five continents. It functions in
different kinds of societies as a mother tongue, a second language, a
vehicle of officialdom, a medium of education, as a language for science
and technology, business, and commerce. It is also functioning as a lingua
franca- a language used among people who have no other tongue in
common and in same places; it has provided the base for pidgins and
Creoles. It is also spoken by people who use more than two or three
languages in the course of their daily lives, and it has came to symbolize
many different and often sensitive issues and institutions in different areas :
education , literacy, social mobility, economic advancement Christianity and
colonial and neo-colonial dominance. Today English in the Indian
subcontinent is dominating in many crests and colors. Its glaring
proliferation, to the remotest corners of the country is covering virtually
every segment of the plural society. Particularly, after the colonial rule
ended nearly six decades ago, has upset the calculation of those aspiring
to install indigenous languages in the place of the language of the colonial
masters (Khubachandani : 1996). In such an expanded scenario of
communication, English in many developing countries is looked up on as a
vehicle of secondary modernization, leading to sarcastic claims that
“the Raj dead is more powerful than the Raj alive”. The place of English
in India in any meaningful way unless we spell out some of the problems
associated with conceptualilizing ‘language’ and ‘multilingualism’ and
their relationship to power in society. It is also a marker of identity, and
often its role, as an identity marker may be more powerful than its role as a
means of communication. In very important ways, it also structures our
universe and according to some philosophers such as Wittgenstein, it
delimits the structure of our thought as well. In fact, we also need to ask the
reasons why, in a global context, a particular language is associated with
power and prestige, and how it becomes imperative for trade, commerce,
knowledge, and even for revolt so that even the most enlightened minds
have began to suspect the viability of using their own languages towards
these ends. The establishment of English language as cultural, political,
economical, educational, entities in India by replacing Indian languages is
one of the crucial factors, for analyzing the positions of the modern Indian
languages. The discourse of ‘English establishment’ in India, of course is
one elitist attitude of common people in order to adopt the kind of social
mask, which pretends to be modernizing life.
Macaulay’s recommendation in the 1835 English education act
made English ‘the language of government, education and advancement’
(Krishnaswamy 1983) one of his recommendations was that ‘all the funds
appropriated for the purpose of education would be best employed on
English education alone (Aggarwal 1984:4). It was decided that all funds
would henceforth be utilized for importing to the population a knowledge of
English literature and science through the medium of the English language
(big id : 15). English education continues to offer in the missionary
institutions, which had been operating, from the beginning of the nineteenth
century. The language English in India has been associated, from the
beginning with career advancement, social mobility, western knowledge

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and status in society. Even after in dependence many people felt that elite,
with an English education as one of its defining features, simply replace the
British colonizers. It is important to notice that the reaction came not only
from the elite but also from the common people who might have had
access to education. In an ‘economy of complicity and guilt ’ (suleri :
1992)it is rightly pointed out that the desire to learn English to intensified;
for instance, the British Indian association of the north western provinces,
Aligarh, wrote to the governor – general of India in council on august 1867.
“We have said that in offering our present petition our object is not to
revive the dead learning and refinement of Asia but to supplant all this
by the introduction of the truer and more recently acquired knowledge
of Europe… At present an acquaintance with the higher branches of
knowledge can obtained only by a study of the English language, and
it is this which present the greatest obstacle to the general and rapid
propagation of useful knowledge in the country (Naik : 1963 : 23). By
the beginning of the 20th century the association of English with power and
position had become firmly establish in India. In the same way Bhatia (1940
: 104) argues that ‘ the study of English deserves the place of honor in
our curricula not because of its practical usefulness as an means of
livelihood but also because it has been and still is to a very
considerable extent the only lingua – franca for the educated class of
India’.
Most of the Indian languages are rich linguistically as well as in
literature. However, none of them plays any significant role as a medium of
transnational communication. The only language that plays a significant
mediating role in transnational information flow is English. Another
language, Hindi (to be national language), is used at some extent in certain
functional domains. The forces of history have made English the major
medium of transnational communication in Asia. English uses extensively
for communication between English speaking and non-English speaking
countries, among non-English speaking and in some cases within a non-
English speaking country. In a large culturally diverse country like India
English is using as a common language for communication between
different linguistic regions within the country.
The colonial experience is also responsible factor for de-
establishing the modern Indian languages in the modern contexts, because
of the colonial impact, English took place in India, no doubt, but the
resistances and consistencies of Indian linguistic capacity ‘ has been
lowering ....it is the creation of colonialism. As a result, this has been
continuing in the globalizing process, at the same time, ‘the linguistic

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encroachment’ has taken place in the process of neo-colonialism.
Therefore, the semantics of globalization and neo-colonialism is creating
new registers to vanish the modern Indian languages.
These are analytical factors for understanding the impact of
globalization, Colonialism and neo-colonialism on modern Indian
languages. Conceptualizing English, of course, is very difficult in Indian
cultural context, though, English is replacing the vernaculars of India.
English as power, knowledge and capital; in the domains of
political, economical, social and educational this functions as hegemony on
modern Indian languages. The status, role, and functions of English in the
socio linguistic context of each English using third-world countries is not
properly understood, is conveniently ignored. The consequences of this
attitude are that the third-world countries are slowly realizing that un-
establishment and unprotected native vernaculars of their. The perceptions
of postcolonial discourse are again depending upon English, why, English
is not merely a language; it is an instrument for low, a political
register/discourse it is a power more than that English is the signifier of
modernity. The spread of English language is more comparatively with any
language in India and outside the India. As for as Indian linguistic
management is concerned, is not prepared for any scientific or
technological usages/adoptable/adjustable, whereas, English language is
prepared for all sorts of usages in any given linguistic capacity. The
manifestations of modernity/modernized social groups are crucial in order
to understand the attitudes of English language and its development in
modernized domains. In the process of globalization, the concepts of
development are nothing but, they are the economical and political benefits
(development), everything looked in terms of economical aspects, In fact,
economical benefits are the real agendas of modern time. Now-a-days,
lifestyle is depending on only economical theory.
Whether it is economics, defense, science or diplomacy, language
plays a significant role. Language is the most important tool in
understanding one’s collaborates, competitors and adversaries and
developing coping ability to meet the challengers of a world in flux. In the
present day world, linguistic consciousness directly affects global
realities. It has been primary focus of this paper to look into the connections
of English between development, capitalism and dependence, and to make
a strong case for the use of Indian languages in science and technology all
levels of higher education for the realization of potentials of these
languages (modern Indian languages). It is critical because it not only tries
to raise consciousness among its speakers but also aims at showing up

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connections, which are seemingly hidden form people such as the
connections between language, power and ideology. These connections
have been characterized with reference to English in order to understand
its hegemonic function of science, technology and information system. It is
to be noted that English in India is a symbol of linguistic centralism.
Where as the numerous Indian languages are seen to represent ‘linguistic
regionalism’ (Kapilkapoor: 1994). The colonial language is constitutionally
recognized even in the decolonized nation. I.e. English which has replaced
the native vernaculars from the functional domains completely. Only two /
three languages are taking ‘linguistic encroachment’, the kind of thinking
is emerging like, if there is no English, there would not be any knowledge in
the state or nation.
It is obvious that, the agendas or manifestations of globalization are
vanishing of the native languages and cultural values, at the same time,
devaluing them. Subsequently, it tries to establish its languages as superior
than others, to understand colonalized and globalized minds. The
hegemonic languages are the appropriate instrument. This, globalization
will create a kind of environment for perishing the native and pluricultural
entities and core values of neo-colonalized nation / state. This focuses on
the issues related with ideology of science and technology, its
repressive functions and forms of state country and the factors that have
contributed to the ideology and politics of science. In as much as language
place a pervasive, subtle, and complex role in the construction of
ideological formations and structure, the use of language (particularly with
reference to English) on the exercise of ideological function of science
policy, education and language planning in the developing countries. The
developing countries have accepted the dominant position and status of
English in science and technological education. Its purpose was to instill
the right “English value” in colonized subjects and to project a vision of all
was finest and most admirable in English culture. Thomas Babington
Macaulay presented in his famous “minutes on education”. That one of
the most efficient ways for colonial authority to legitimize its cultural
ideology was to perpetuate the myth of English high culture through the
valorization of specific kinds of literary texts.
Through this education as theory, the language and there by the
culture of the colonies origin was filtered down to percolate in the minds of
the colonized subjects thus establishing a hierarchy.
The early 19th century politics also promoted the founding of a
Standard English. Language was used as an emblem of a bond that
brought together otherwise disunited cultural factions. This striving for

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uniformity culminated in linguistic such as Daniel Jones advocating the
education pronunciation as a standard against which other forms were
judged as being deviant, uncouth and educationally subnormal. His
English pronouncing dictionary (1917) was a case in point; such
linguistic dictates functioned to exclude people from power and influence in
terms of class and ethnic differences of dialect and pronunciation, So much
for the politics of centering a standard. Consequently, education became
a less effective means for enlightenment ideology to be mediated by the
Indian languages. In all sections, English become the dominant languages
of education, science and technology and there fore dominant medium of
modernization through education by the middle of the nineteenth century.
i.e. in period of 40 years from the acceptance of the policy of public
education by the colonial government in India (from, Annamalai 1998).
Subsequently, globalization sectors have come for renewal in this time,
spread of the Euro-American’s knowledge came to be associated with
material improvement, and not just with moral improvement of the third
world countries, it was inevitable for certain Indian elite caste / groups for
accepting English to continue their hegemony, and to establish their elite
status. In such a situation, the cultural / linguistic establishment has to
see beyond its borders for further establishments of neo-colonialism. The
idea was to introduce a feeling that there would be an increase in the
average income, and poor nations would prosper more rapidly than the rich
leading to the birth of the ‘global village’ where market integration and
prosperity would be the main trends. This new dispensation was termed as
a “neo-liberal “or as it is commonly known to the public. “Globalism” or
“globalization “this was classical liberation new relabeled as ‘the new
economy which puts the U.S.A and Britain as “the privileged vanguard of
an evolutionary process that applies to all nations. “ (Chomsky : 2004)
however this was nothing but absolute deception and its claims of ushering
in technological developments and a win, win perspective were a cover up
for the underline agenda to advance the interest of the Anglo-American
political elites at the expense of others. This white man’s burden is
nothing but hypocrisy or racism. It is critically important to understand
that the doctrine of globalism, in other words of Johansson, a kind of
intellectual sedative that lulls and distracts its third world victims,
while rich countries cripple them, ensuring that these will never be
able to challenge the imperial powers” (Jeremy fox : 2004 : Chomsky
and globalization). The dominance of English is unassaible in the field of
science and technological education, and research; it is in the process of
assuring the some function, status, position in literature, translation,

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business, industry and international relations.

The new economic policy; the fate of Indian languages:

As Carl marks rightly pointed out, “All the ruling ideas of a society
are the ideas of ruling class” It is very adequate in the context of neo-
colonialism. Consequently, this is not exceptional to linguistic situation of a
nation /state. The myth, reality and danger of the globalization / neo-
liberalism are to be questioned because of the economical benefits, most of
the south and south Asian countries are loosing inherited and indigenous
heritages, at the same time, their linguistic positions are in endanger
situation. Economic liberalization covers man’s aspects of policy, but the
central issue at stake is the relative role of the state and market in the
operation and management of the national economy. The global
arrangements of power and domination have undergone a basic change
and if has exercised a profound impact not only on the Indian path of
capitalist development but also an every of society including social science
and (languages) Linguistic intellectuals. It is to be noted in relation to
linguistic centralism with the drawl of the British from India. The language
question naturally came to the fore, in which the central issue was the role
and status of English vis-à-vis Indian languages, both vernaculars and
classical. The vested interest of the ’English Knowing’ ruling class
demanded the perpetuation of English so that the vast majority of people
would continue to remain outside the privileged power structure. Foucault’s
post-structuralist account of power focuses on the ‘Micro techniques’ of
power built into the capillaries of social life which have the effect of
normalizing modern life.
The new Economic policy (NEP) which opened up the Indian
economy in a big way for economic liberalization in July 1991, marks an
interesting swing from “stagflation” to growthflation” (imtiaz:1998).
Although Mr. Manamohan Singh, the then Finance minister, had presaged
a better turn and an optimistic economic scenario, he had also cautioned
that the out comes reform be ensured immediately (ibid). There is,
therefore a need to look in the impact of NEP a languages (Linguistic
capacity) is recorded as the potential investment of national development,
language mainly deals with improvements of human resources, it is through
language that a nation transmits its heritage, recreates it culture,
strengthens its economy and conserve its values. It is the means of
individual excellence. For decision related to globalization and other
aspects of NEP have certain linguistic consequences and thus, have

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bearing on linguistic communities, the question of linguistic survival is the
major problem in the era of globalization, because linguistic diversity /
linguistic repertoire is one of the beauties of the nation like India. There fore
the preservation maintenance of linguistic diversity and repertoire of India is
necessary. This view emerged form strong socio political compulsions
related to the desire for political independence closely linked with linguistic
independence. In the process of the globalization, economically enriched
countries like America are colonizing the whole universe / world at the
same time, informing diversified linguistic and cultural system in to one.
This imperialist attitude is trying to bring linguistic and cultural
centralism. By making all the universal language as ‘regional languages’
because of multinational corporations, if at all one wants to get a job or
employment in the given sectors, English is necessary and English is the
only language, which provides economical support. Education domain is
one that can be dominated by industrialist to safeguard their marketing
agendas / manifestation. The capitalists’ marketing pressure is regulating
the education system for its own use, the way in which it was to exploit the
education system. Only 10 % of the elite class people, those who are
advantageous of globalization are manufacturing the consent ‘of majority
people, for language policy and planning as well as its implication for the
efficacy of planning and economic development, social change and
modernization. it is proved that science and technological policy should be
holistic in nature integrating the development at both the economic and
social levels as well as educational, linguistic and cultural levels. The
mythology was built up around the role and functions of English in which
the central metaphor is the metaphor of window: English is the language
of knowledge (science and technology) liberal, modernity / modern thinking;
English is our window on the world. English is the library language and
English is the language of economy advancement in the sense
dissemination of enlightenment ideas through the medium of English in
education thus creates a new urban native elite which as access to wealth
and power. Modernization it may be seen is intricately connected with the
acquisition of material power and wealth, the fact that Indians tended to
negotiate with the English education as means of economic advancement
more than, of enlightenment was viewed with alarm by the mangers of the
enlightenment of agenda. Lord Ellenbourough exclaimed in the British
parliament that English means rupees. (From Annamalai’s work: 1998) by
considering the above insights the role and functions of modern Indian
languages in the societal modernization of India and the extended of
modernization the underwent themselves in this role has to be justified to

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understand their position in the era of globalization and neo-colonialism.
The neo-colonialism is transferring all most all south Asian countries
in the form of internationalism’, where that could and did above to
establish one language i.e. English and one social system i.e. informing
the universal cultures. This is because of the fact that, growing economic
and cultural interdependence, the global world is riven with divergent
concerns conflicting interest of state and in-equalities of wealth and power.
Linguistic consequences leading to loss, death or shift in the use of
language and their subsequent marginalization will be realized within neo-
colonialism model of language economics. Neo-colonialism model spreads
through satellite T.V and other media for occupying the cultural capital
both in terms of linguistic and economic benefits. in other words, the overall
well being of an individual and global interdependence of the people are
unanimously agreed as a solution to the dangerous polarization between
people and countries benefiting from the system and those as more
passive recipients of its effects. Linguistic inequality is one of the major
challenger us of the globalization. In the sense, globalization is not only
continuing to the economical aspects, free marketing and economical
liberalization at the same time, it rise to vanish linguistic and cultural
diversity. Countries like India, co-exits with multilingualism and
multiculturalism; these are the unique features of the national integration.
To protect and preserve the linguistic and cultural diversity is necessary. It
is very unfortunate development that English has become one pan-Indian
language that would promote national integration as no other languages
would! so by this logic while the Indian languages, as regional languages
promote divisiveness and fissiparous tendencies, English, a foreign
language promotes unity and integration ! This argument for linguistic
centralism had on inherent appeal for the intellectual (Kapoor: 1994) at a
time when an impatient unitary centralism was the dominant political
idealist.
Conclusion:
This paper has not tried to deal with the theoretical aspects of
globalization, infect, trying to focus an influences, impact, impositions of
globalization on modern Indian languages. Through out the paper, the
discussions of this paper are interacting between English and modern
Indian languages in order to understand the linguistic influences, impacts
impositions and realities of globalization on Indian vernaculars are linguistic
heritage. In which how does an economic factor play an important role in
order to globalize the third world countries. Thus, the realities and
consequences of globalization on modern Indian languages are very crucial

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to justify the impact of globalization on linguistic entities of nation /state
because of economical liberalization and supportive economic
systems of America / Euro-American countries. Their fore, this paper could
and did able to identify the hidden agenda of neo-colonialism /
globalization. This has proven how language can be significant criteria to
colonize the minds of the third world victims. In the process of globalization
and neo-colonialism of any given country, language become an
instruments, language is one, which could do many thinks, in the sense,
language is power knowledge, law, education, Market, business and
administration. In that was, English has be came an International
language. Now, in every walk of life of the third world Countries’ People,
English is everything, in the sense, English for modernity, science,
technology, rationality and better life. It is very interesting to note here that,
what Kuvempu said about English; He opposed English as a medium of
instruction in schooling, at the same time, he welcomed English as a
language of modernity and rationality; and he defines, the importance,
value and scope of English and its knowledge expansion in India,
especially for Dalits and Sudras. If one thinks for vanishing, the English
like British from India is to be considered as “Desh Drohi” (Kuvempu:
1977:15). These arguments of Kuvempu, extend their logical extension to
saying, because of English and English education in India, there are
Kuvempu, Ambedkar and like such personalities could emerge from
Dalits/Sudras communities in India. In spite of the consequences of
English, the realities of this language are taken into consideration among
Dalits/Sudras and elite class people in India.
English has became an expression for many ‘English educated’
community, in order to establish their nationalism and to go beyond the
modernity for their further rediscoveries to manage their ‘linguistic and
cultural hegemony’ at one hand, and the other hand, in the post-
colonialism, the intellectual community has started writing in English for
writing back to the Empire in his/her language. Now, English has occupied
the place of Indian language. Consequently, this language has became
cultural language in Pan- Indian situation, today, if one writes in English,
he/she becomes “Indian writer”, at the same time, gets name and fame at
the world wide (E.g.: Salman Rushdie, Aurandhati Roy, etc). Where as,
one who writes in Modern Indian languages, he/she is to be considered as
only ‘regional writer’. The value and power of language of English is very
powerful than all Modern Indian languages. Therefore, English is the
cultural capital in all the functional domains of the Indian Society.

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