In a classroom, two students (Raju and Ravi) presented their projects. Raju speaks English fluently with a good accent; Ravi speaks confidently in Hindi. The classmates were more impressed by Raju and appreciated him. The teacher also praises Raju, using terms like “smart” and “well-spoken,” and leaves Ravi alone. This scene is not rare, as it reflects a deeper societal phenomenon where language becomes a silent gatekeeper to status, respect, and perceived intelligence.
English has been spoken for many years, and it has evolved far beyond being a mere medium of communication. In many countries, especially after the colonial periods like India, Nigeria, and the Philippines, English is used as a second language for communication, and some see it as a prestige, power, and being socially superior.
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Historical Foundations of Linguistic Prestige
The foundations of English were laid during the colonial period. In India, British colonial administrators like Thomas Babington Macaulay introduced English as an educational language to create a bridge between the colonial governance and the local peoples. Macaulay’s infamous “Minute on Indian Education” (1835) declared English literature is superior to native / individuals’ country knowledge.
He also stated that his goal was to form “a class of persons, Indian in blood and colour, but English in tastes, in opinions, in morals, and intellect.” He to used the Downward filtration theory in influencing the people to learn English as a medium of language. First, he started by giving English lessons to a group of people and which would be spread by everyone. He did this so that his English language would be recognisable. The policies embedded into the English language, administrative, educational, and people, remain a thing.
After independence, many nations decided to have English as a legacy of institutional prestige language. But over time, this led to a social structure where English-speaking became synonymous with intelligence, economic mobility, and modernity. Postcolonial theorist Frantz Fanon in 1952 argued in his book“Black Skin, White Masks” that colonised individuals often internalise the language and values of their colonisers (the individual who took control of them), leading to a psychological split and a diminished sense of self when they speak their native tongue. Thus, the seeds of linguistic inferiority were sown not merely by policy, but by internalised beliefs that persist today.
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Language, Identity, and Self-Worth
An individual’s self-esteem is strongly influenced by the language their group members use. (Henri Tajfel, 1978) Language has taken a central part in an individual’s cultural identity, plays an important role in shaping self-perception. When certain languages like English are perceived as high-status, speakers of other languages may feel inferior and have a sense of lower self-worth.
It is found that bilingual individuals (individuals who speak two languages fluently, eg, English and Tamil) in non-English dominant countries report significantly higher confidence and social acceptance when speaking English in public, other than their native languages. The individual perceived English as a reinforcement and it increases their status, and it may also cause speakers to distance themselves from their native tongue in professional or social settings.
This has some serious problems, that people may start believing they are “less educated” or “less competent” than other individuals just because they aren’t fluent in English. In educational institutions, students who struggle with English often experience “language anxiety,” a form of performance pressure that leads to withdrawal, shame, and academic underperformance (Horwitz et al., 1986).
The Role of Linguistic Capital in Social Mobility
In 1991, Sociologist Pierre Bourdieu introduced the concept of “linguistic capital” to describe how language functions like currency in society. By his concept, English is said to be a high-value linguistic asset that one has access to elite education(high-quality education), job markets, and global networks. Individuals with high English knowledge are often considered more employable, respectable, and globally connected in society.
In the year 2020, India reported that the Azim Premji Foundation (labour market news) found that English-speaking candidates were nearly 2.5 times more likely to secure jobs in the private sector, even when educational qualifications were equal. This leads to a dual-layered exclusion for those from non-English-speaking backgrounds, first on the basis of class, and second on language.
This pressure is also seen in parents making decisions for their children. Many working and middle-class families stretch their finances to send their children to English-medium schools, even if the child struggles academically and excels in a poor school. They perceive that being fluent in English is the only way to move upward to shape the generation’s dreams and anxieties.
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Media, Representation, and the Internalisation of Inferiority
Media plays an important and powerful role in reinforcing linguistic hierarchies (Ranking of languages). It is being projected in films, advertisements, and newspapers, and English-speaking characters are often portrayed as intelligent, urban, desirable, and forward-thinking. In contrast, other language-speaking characters are often depicted as rustic, uneducated, or comic.
This dichotomy affects how people perceive themselves and others. In a 2019 report by UNESCO (United Nations Educational, Scientific and Cultural Organisation)on language representation in South Asian media found that repeated negative portrayals of other languages contributed to a decline in self-esteem among rural youth. Children raised in local-language homes may generalise a belief that their language and speech, their identity, is inadequate or laughable.
Such projections influence beauty standards, fashion, and behaviour. It’s common to see young people anglicise their names (e.g., “vishnu prakash” to “vishu”), switching accents, and refusing to speak their mother tongue in public. These changes are often less about global connection and more about avoiding shame or being perceived as backwards.
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Dismantling Linguistic Superiority: Broking
While English continues to dominate both public and professional spaces, there is a growing movement among psychologists, educators, and policymakers to regain that dignity to maintain a balance in linguistic diversity. Research suggests that promoting “linguistic self-acceptance” is crucial for mental well-being, especially in multilingual countries(individuals speaking more than two languages).
According to the 2022 WHO’s Mental Health Report, inclusive language policies in schools help children to learn and get assessed in their native languages, and it also gives better learning outcomes and higher self-esteem. When students feel that their identity is respected and included in society, they are more likely to engage confidently in academic and social settings. For example, Karim speaks English very confidently and gets respected and appreciated. This made him speak more and more professionally in public areas. It also increased his self-esteem and mental health.
Therapists also started to incorporate bilingual or mother-tongue therapy, which allows individuals to express themselves more freely and express themselves authentically. Speaking in one’s native language in therapy has been shown to improve emotional processing, especially when discussing trauma or complex personal issues (Santiago-Rivera et al., 2009). Moreover, there is value in encouraging youth to be bilingual or multilingual, not as a blockage or obstacle to a workplace but as a superpower. Being able to speak fluently in multiple languages is linked to better cognitive flexibility, empathy, and cultural competence (Bialystok, 2001).
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Conclusion
The belief that English also equals native languages is not natural; it is a constructed outcome of historical oppression, economic systems, and cultural representation. While English can certainly be a powerful tool in a globalised world, it should not determine a person’s self-worth, intelligence, or dignity. Self-worth should not depend on the language, but on the weight of your thoughts. In breaking down the hierarchy of English speaking, we move toward a society where every language is respected, and every voice is heard, not for how it sounds, but for what it says.
FAQs
1. What makes many countries, including India, consider English a superior language?
People view English as a superior language because of its colonial history, dominance in global commerce, presence in elite education, and link to social mobility. In postcolonial nations like India, authorities promoted the study of English to bridge communication between the British and Indians. Society often equates English with intelligence, modernity, and professionalism, reinforcing a linguistic hierarchy.
2. How can speaking English influence a person’s self-worth and identity?
Research shows that people who speak English fluently tend to gain more confidence, feel socially accepted in English-speaking environments, and receive high value from others. Ask ChatGPT. On the other hand, individuals who speak less fluently may experience language anxiety, shame, or a diminished sense of self-worth. It creates low self-esteem and anxiety.
3. Well, is it harmful for people prioritising the English language over their mother tongue?
Yes, especially when it leads to shame, identity loss, or alienation. Individuals suppress their native languages to “fit in” the society, and it may result in cultural disconnect and emotional strain. Studies show that children educated in non-native languages( other than their mother tongue)may struggle with cognitive development and self-expression.
4. What role does the media play in reinforcing the individual toward the English language?
Media, films, and advertisements often portray English-speaking characters as elites, depict them as intelligent and attractive, and represent speakers of other languages as comedic, backwards, or rural. This reinforces linguistic stereotypes and fuels the belief that being fluent in English has a higher social value than speaking other languages.
5. How can we promote equality among languages in schools and society?
We can promote by providing multilingual education, validating local languages in formal settings, and encouraging bilingual pride as a key. Policy recommendations from the World Health Organisation (2022) and UNESCO (2019) include integrating native languages into classrooms, using them in therapy, challenging media narratives and also encouraging children to see their language as a strength, not a weakness is vital for healthy identity formation.
References +
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press. https://doi.org/10.1017/CBO9780511605963
Bourdieu, P. (1991). Language and symbolic power (J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Harvard University Press.
Fanon, F. (1952). Black skin, white masks (C. L. Markmann, Trans.). Grove Press.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Journal of Cross-Cultural Psychology. (2017). The effects of language on self-perception in bilingual contexts. Journal of Cross-Cultural Psychology, 48(2), 275–289. https://doi.org/10.1177/0022022116684586
Santiago-Rivera, A. L., Altarriba, J., Poll, N., Gonzalez-Miller, N., & Cragun, C. (2009). Therapists’ views on working with bilingual Spanish–English speaking clients: A qualitative investigation. Professional Psychology: Research and Practice, 40(5), 436–443. https://doi.org/10.1037/a0015933
Tajfel, H. (Ed.). (1978). Differentiation between social groups: Studies in the social psychology of intergroup relations. Academic Press.
UNESCO. (2021). The International Year of Indigenous Languages: Mobilizing the international community to preserve, revitalize and promote indigenous languages. https://unesdoc.unesco.org/ark:/48223/pf0000379771
World Health Organization. (2022). World mental health report: Transforming mental health for all. WHO Press. https://www.who.int/publications/i/item/9789240049338
Azim Premji Foundation. (2020). Labour market report: Language, education and employability in India. Azim Premji Foundation.
