A reserve army of labour offshore

The classic marxist analysis of capitalism argues that maintaining a surplus labour capacity prevents labour costs from rising.

Offshoring raises fears of increased unemployment but, to some extent, replaces it as a means of controlling labour costs in developed economies. This is how countries such as India and China have enabled a period of low inflation with economic growth in the USA and UK, not just by reducing the cost of goods and services, but also by exerting downward pressure on wages and reducing the power of trade unions.

Poverty, as well as wealth, is becoming globalised. The impact of globalisation on wealth is complex: it seems that inequalities are being magnified within all countries, but the gap between national economies may be narrowing. Access to English may be a contributing factor.

As many developed countries become the destination for migrants, the ethnic mix is changing and with it fears of the erosion of national identity, as represented in a shared national language and values.

Anxiety is growing about what appears to be the increasing separateness of some ethnic communities.

In cities in North America and western Europe, it may not be necessary to be fluent in the national language in order to find work or obtain access to key services, including shopping, healthcare and voting.

Ethnic communities may be sufficiently large to be self-sustaining and public services increasingly cater for linguistic minorities.

There is another side to such separate, parallel lives. In premodernity, there was little movement of individuals. Aside from periods of mass migration, only particular classes travelled: some kinds of trader, explorer, soldiers, entertainers, scholar-monks. In modernity, travel became easier as technology improved. European empires involved much coming and going, and emigration to the new colonies. During wartime, large numbers of people came into contact with new cultures and languages. But by and large, once individuals and families moved, they also moved on, leaving behind old relationships and starting a new life and identity.

We now live in a world in which migrants do not have to break connections with friends and family to begin the generations-long process of assimilating to a new identity. Not only is it possible to retain close contact with the ‘home’ community, on a daily basis via email and telephone, it is also possible for people to read the same newspapers as those being read in the community they have left, watch the same television programmes on satellite television, or borrow the same films on DVD.

Furthermore, we can see with the perspective of the 21st century that patterns of emigration are now reversable. Chinese or Indian immigrants who intended to make new lives in America – even adopting citizenship – may none the less return to their native countries, bringing with them young families who did not grow up there.

Social network ties which were broken in modernity – it was assumed forever – are everywhere becoming reconnected. The main leisure use of the internet is said to be family genealogy. Families and communities which were separated generations ago by emigration are finding each other once again. Third generation immigrants in English-speaking countries are often keen to learn the heritage languages of their grandparents, creating an important new motivation for foreign language learning amongst ethnic minority communities in the UK and USA.

Internet sites such as ‘Friends Reunited’ allow people who were at school together, or who worked together, to make contact again. Ties of affiliation are being reconnected, helping to create a different texture to society: one which is more dispersed and diasporic and less dependent on geographic proximity for close network ties.

English is at the centre of many globalisation mechanisms. Its future in Asia is likely to be closely associated with future patterns of globalisation.

 

Instruction: After almost every text, the first question you should ask is an overview question about the main idea, main topic, or main purpose of the text. Main idea questions ask you to identify the most important thought in the text, the main idea or topic of apassage.

Sample Questions

What is the main idea of the passage? Choose the right answer.

(A) Historically, the movement of people has been the main reason for language spread. It still has important linguistic consequences today.

(B) Freedom of labour movement within the EU has led to the emergence of new linguistic communities in Britain.

(C) We now live in a world in which migrants do not have to break connections with friends and family to begin the generations-long process of assimilating to a new identity.

(D) Poverty, as well as wealth, is becoming globalised.

Will patterns of emigration become reversable in the 21st century?

Which line or lines best summarize the author's main idea?

Sample Questions

What is the main topic of the passage?

(A) Lack of English in some countries.

(B) Need for face-to-face international communication and a growing role for global English.

What does the passage mainly discuss? What is the passage primarily concerned with?

(A) People on the move.

(B) The impact of globalisation on wealth.

Main purpose questions ask why the author wrote a passage. The answer choices for these questions usually begin with infinitives.

Sample Questions

• What is the author's purpose in writing this passage?

• What is the author's main purpose in the passage?

• What is the main point of this passage?

• Why did the author write the passage?

Sample Answer Choices

To define_____

To relate_____

To discuss_____

To propose_____

To illustrate_____

To support the idea that_____

To distinguish between _____and______

To compare ____and_____

Main detail questions ask about the most significant information of the passage. To answer such a question you should point out a line or two in the text.

Sample Questions

What news is emphasized in the passage?

In what line is the most significant information given?

Caution:

Don't answer the initial overview question about a passage until you have answered the other questions. The process of answering the detail questions may give you a clearer understanding of the main idea, topic, or purpose of the passage.

The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not so general that they include ideas outside the scope of the passages.

If you're not sure of the answer for one of these questions, go back and quickly scan the passage. You can usually infer the main idea, main topic, or main purpose of the entire passage from an understanding of the main ideas of the paragraphs that make up the passage and the relationship between them.

 

Unit 2-2. THE COMMUNICATIONS REVOLUTION

 

Guidelines for extensive reading of ESP texts

Larger texts are essential for the reading to be "extensive," but there is no regulation on how much "extensive" is. This variety suggests that quantity of reading is not an absolute number of hours or pages but depends on a student’s perceptions of how extensive reading differs from other reading classes; this will vary according to type of program, level, and other variables. By aiming at general comprehension, this procedure reduces both teacher demands on the student and student demands on the text to attain the objectives of fluency and speed as well as comprehension. Extensive reading must imply a relatively low degree of detail discussion. Everything must be taken in context: we want students to achieve a degree of understanding sufficient for contents acquisition. The level of global understanding required varies with the student's language proficiency, the nature of the text, and other factors.