The Discourses and Displacement of English in Turkey

This study aims to problematize the expansion of English language and English language teaching (ELT) in Turkey. The selected spheres of this problematization are British colonialism, Orientalism, Occidentalism and Neoliberalism. What have been avoided or ignored are radical pedagogy and critical (linguistic) human rights that could have provided the main opposition against the spread of English in Turkey because the advent of English into Turkey has been hailed as a great success and an important gateway to modernization, westernization and the west. Some scholars specializing in ELT have often perceived the spread of English as a positive movement and an indispensable part of globalization and modernity (Alptekin & Tatar, 2011; Atay, 2005; Dogancay-Aktuna, 1998; Kırkgöz, 2009, 2017; Zok, 2010). Thus, a sociological, cultural and critical perspective has largely remained lacking. Therefore, now I am attempting to assess the status of English in a wider perspective by providing reliable historical data to justify my claim. This problematization has been perfectly phrased by Pennycook (2002):

The neoliberal focus on privatization and individual autonomy to maximize economic income has accelerated the spread of English through IMF, the World Bank and the British Council. Thus, economy centric approaches have also accelerated the marketing of English and the dominance of ELT industry. Therefore, ELT departments in Turkey represent this neoliberal policy and a systematic corpus of Orientalist discourses. They also produce knowledge of Anglicism and support ELT industries. Thus, the cultural production of Anglicist discourses and the implementation of neoliberal policies are appreciated and endorsed by ELT academics and political elites. However, the possible reasons for the practices of the academic and political elites lie in British colonialism and Orientalism. Therefore, a historical perspective to understand the history of the present is necessary. Colonial and Oriental histories are often forgotten or not used to develop a critical perspective towards or to take action against these colonial and neoimperial aims. ELT is a dangerous industry that ignores other Selves to maximize their profits and take advantage of the historical superiority acquired through colonialism and Orientalism.

In order to deconstruct the discourses of English and displace English, radical pedagogy is desperately needed. Radical pedagogy aims to emancipate individuals in education from ideologies imposed on them by those in power. Schools are seen as places where counter-hegemony is possible. Au (2018: 86) notes that ‘there is hope in education as a site of resistance to oppression and as a site for changing the consciousness of individuals as part of broader mass movements’. Radical pedagogy deals with the effects of colonialism, capitalism, imperialism and neoliberalism to develop critical consciousness and transform communities. Freire (2000) believes that critical reflection and action lead to praxis that refers to a meaningful change. Opposing the expansion of English in Turkey is hardly observed. Taking for granted that English represents prestige, westernization, modernity, economic development and is a neutrally international language and a beneficial lingua franca seems to be the main obstacle to implement radical pedagogy. Another problem is hierarchical relations in education that divide subjects purely as teachers and students, which results in exclusionary practices such as hindering them from involvement in the preparation of the curriculum. Radical pedagogy entails ‘human intervention and action’ (Au, 2018: 87). However, the political elites in Turkey exclude academics that also ignore students’ involvement in emancipatory practices. Thus, political and academic elitism is retained to impede the development of radical pedagogy. Forgetting is reinforced, and disconnection from historical background and radical pedagogy is desired. I would like to show that acknowledging that the spread of English is normal and acceptable on a political, cultural, economic and academic level is a sign of false consciousness.

Radical pedagogy aims to struggle against this false consciousness to open space for social dialogue and discussion of this political issue. It is important to understand what is excluded by adopting the English language alone. What are excluded and ignored are other languages, cultures and possible inclusive practices. Therefore, radical pedagogy motivates individuals to be critically aware of the context that they are in and to change the context and situations if necessary. How is it possible to create changes if political and academic elites oppress students and if Empire represses non-neoliberal or non-English speaking cultures? Political elites’ decision on the spread of English poses a serious problem for indigenous cultures, academics, teachers and students. Resistance can flow from students and teachers to politicians that collaborate with neoliberal agencies with colonial legacies such as the British Council and ELT industry. Opposing these policies is an ethical issue and intellectual responsibility. This ethical responsibility is related linguistic human rights that emphasize the importance of diversity.