This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race.

This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the "native" language, and (3) underscores the overlooked ubiquity of race.

This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization--and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world. This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a "globalization sensitive" Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry. The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as "Cools" who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of "authentic" English makes it impossible for Koreans to work it to their advantage. The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice-oriented approaches to language, community, and identity.

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This study investigates how Levantine Arabic-speaking immigrant parents´ language ideologies, i.e how they think and feel regarding heritage language maintenance, and language policies influence heritage language maintenance or loss for their children. This overarching topic is explored by examining the following questions; (1) What do parents think about maintenance of heritage language for their children? and which concerns do they have? (2)How do they talk about and describe their children´s readiness or resistance to learn/maintain their heritage language? (3) What do parents believe their role is in maintaining heritage language? (4) In which way, according to parents, does maintenance of heritage language influence children´s construction of identity and sense of belonging? In order to answer these questions, I conducted five semi-structured interviews with five Levantine Arabic-speaking immigrant parents, from Palestine and Syria, residing in Sweden and analysed recurring themes using Braun´s and Clarke´s (2006: 87- 93) thematic analysis method. The study findings show that parents attached great significance to preserving their children's heritage language due to its close relationship with their cultural, religious, ethnic, and social backgrounds as well as strengthening their success opportunities in future. Furthermore, parents stated that their children did not resist maintenance of heritage language. Instead, results show that children were actively involved in discussions about heritage language maintenance and language practices. Parents confirmed that Arabic language is their children's heritage language. In relation to influence of heritage language maintenance on constructing children´s identity and sense of belonging, parents´ views varied between emphasizing its role in strengthening children´s sense of belonging to their Arabic background, allowing them a flexible ability to belong to two different cultures or communities, and that maintenance of heritage language is not the major influencer on constructing children identity. Participants discussed the methods they use to enhance Arabic language among their children, challenges they encounter, and potential solutions.