A Foucaultian interpretation of Foreign Language Anxiety towards English & Arabic in schools & madrasahs of Postcolonial India

Authors

  • Ghazala Nehal Assistant Professor in English, B. Ed Uluberia College, University of Calcutta Research Scholar at Education Dept. University of Calcutta Kolkata, West Bengal, India

Keywords:

FLA, English as the Second Language, Arabic as the Third Language, FLCAS, Power Discourses, Inferiority Complex, Superiority Complex, Acculturation Model.

Abstract

The paper logically & theoretically analyses the difference in Foreign Language Anxiety (FLA) towards English, the Second Language & Arabic, the Third Language as observed during primary data collection from students and concerned subject teachers of West Bengal schools & madrasahs through classroom observations, interviews & the modified version of Foreign Language Classroom Anxiety Scale (FLCAS). As towards English, no self-intimidation or anxiety was observed towards Arabic despite their acute incompetence in the latter and better acquaintance with the former due to incessant infiltration of Western knowledge & technology. Furthermore, whereas English bears colonial roots, Arabic has religio-cultural roots in India. The paper appropriates Foucault’s theory on ‘power discourse’ and Adler’s views on “inferiority & superiority complexes” to logically analyse the colonial and the cultural paradigms as “extra-lingual variables” responsible for the difference in FLA towards the two foreign languages being taught in India- English & Arabic. The researcher suggests Schumann’s “Acculturation Model of Second Language Acquisition” as a solution to the proposed problem.

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Published

2019-07-27

How to Cite

Nehal, G. (2019). A Foucaultian interpretation of Foreign Language Anxiety towards English & Arabic in schools & madrasahs of Postcolonial India. SMART MOVES JOURNAL IJELLH, 7(7), 14. Retrieved from https://ijellh.com/OJS/index.php/OJS/article/view/9272