IJEDST 2017 Volume 5 Issue 14

International Journal of Education, Development, Society and Technology (IJEDST) ISSN: 2321 – 7537

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Orientalism in Language Education. Hamza Cherifi, Souâd Hamerlain. IJEDST (2017), 5(14):144-150

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Orientalism in Language Education

Authors & Affiliation:

Hamza Cherifi, Souâd Hamerlain

Department of English, University of Mostaganem, Algeria

cherifi-hamza@hotmail.fr, hsouad04@yahoo.fr


The present paper demonstrates how differences among languages embody the impetus for voicing representations, obviously idealizing the “English logic” on the one hand and de-centering Arabic rhetoric on the other. In this token lies a different form of Edward Said’s Orientalism, one that features most in the active devise of rigidly polarizing dichotomies which bear significance beyond the mere description of language diversity and relativity. This practice follows from apparently well exploited probabilities: First, that language typifies thought patterns and second, as corollary of the first, that manners in which sentences are stuck together mark the logic signs of discourse communities. It follows that the evident bias in the teaching of intercultural competence reasserts the pervasiveness of ideology in the language education enterprise.

Keywords: Arabic; rhetoric; Orientalism; parallelism; persuasion