NEB Grade XII Compulsory English Note | Language Development | Unit 19 Dediasporization: Homeland and Hostland

Unit 19

Dediasporization: Homeland and Hostland

Working with words

A. Find the words from the text that have the following meanings. The first letter of the word has been given.

a. sojourner- a person who resides temporarily in a place

b. transnational- existing in or involving different countries

c. remittance- a sum of money sent in payment or as a gift

d. assimilation- the process of allowing somebody to become a part of a country or community

e. misnomer- a name or a word that is not appropriate or accurate

f. confer- to give somebody an award or a particular honour or right

g. dormant- not active or growing now but able to become active

h. persecution- the act of treating somebody in a cruel and unfair way

Comprehension

A. Match the first halves of the sentences (a-g) with their second halves (i-vii). Write the numbers in the box. One has been done as an example.

a. The term assimilation has been used- iii (as an analytical tool in the study of integration of the migrants.)

b. It is essential to study the process of diasporization- v (in order to understand the description of immigration.)

c. The definition of dediasporization- vii (focuses only on the aspect of relocating migrants to their homelands.)

d. The dediasporization process for migrants who have not given up their native citizenship- vi (requires them only to return to their homeland.)

e. Some countries grant full citizenship to the returnees- iv (while some countries bar them from certain rights.)

f. It is surprising that- i(in some countries the returnees are referred as diaspora.)

g. The role of a state in dediasporization- ii (reveals its identity.)

B. Answer the following questions.

a. According to the author, what are the three aspects of migration?

According to the author, the three aspects of migration are (1) forward motion, with a focus on its causes and consequences, (2) the migrants themselves, and their incorporation in a new social formation, with a focus on the establishment of diasporic communities, transnational spaces, and bipolar identities, and which also addresses the issue of the lack of fit between state and transnation, the expansion of dual citizenship rights, and the remittances that diasporans send to the homeland, and (3) backward motion, with a focus on the returnee population and their reincorporation in the sending country.

b. Which aspect of migration is neglected by the researchers?

The study of reincorporation of returnees is neglected by the researchers.

c. What is ‘dediasporization’?

‘Dediasporization’ as the regrouping or in-gathering of dispersed people.

d. Why is the role of the state important in dediasporization?

The role of the state is important in dediasporization because a diasporan cannot dediasporize himself or herself without going through formal state procedures to reacquire one’s nationality and citizenship.

e. How is Chinese diaspora in the Caribbean different from others?

Chinese diaspora in the Caribbean is different from others as they have been living in the Caribbean for more than a century, but they are still considered by the locals as foreigners.

f. Why is it difficult to regain citizenship after returning to the homeland?

It is difficult to regain citizenship after returning to the homeland because states that do not endorse the concept that “once a subject, always a subject” have established more complicated procedures.

g. What do the German feel towards the returnees from Russia, Kazakhstan and Uzbekistan?

The German perceived as Russians in everyday interactions with German and non-German residents.

h. How are the returnees’ activities in Israel different from that of other countries?

The returnees’ activities in Israel are different from that of other countries as they reacquire full citizenship.

i. What is the role of the individual in dediasporization?

The role of the individual in dediasporization to maintain two types of autonomy: in relation to the hostland, to prevent full assimilation and a lack of cultural specificity, and in relation to the homeland, in order to be able to freely select its strategies of integration and its own criteria of identification and socialization.

Critical thinking

a. Many Nepali people are living in foreign countries now and they are known as Non-Residential Nepalis (NRNs). The NRNs are asking for dual citizenship rights. Do you think the Government of Nepal should address their demands?

The NRNs can contribute to the county’s economic development through new technology and investment while some highlight the emotional, psychological and cultural aspect that is attached to teh nation and its people rejecting the give and take relation.

The sentiments of all in the provision of dual citizenship should be addressed. The non-resident Nepalis should have a continuation of citizenship with the belief ‘once a Nepali, always a Nepali’. They can enjoy all rights except for the political rights. It will be appropriate to grant citizenship to the NRNs with economic, social and cultural rights in the spirit of the constitution.

b. The NRNs celebrate festivals like Teej, Dashain, Lhosar, Id and Holi in foreign countries. What do these celebrations signify?

A festival is an event celebrated by a group of people of community, that centers on some characteristic dimension of that community and its religion or cultures. They are deeply woven into the tapestry of the culture. They are our identity. They have a direct connection to our origin. Wherever we go or live, we can't forget our origin. Same thing goes for the NRNs. Celebrating festivals like Teej, Dashain, Lhosar, Id and Holi in foreign countries gives a sense of a homely environment for Nepalis, bringing them together. Likewise, while celebrating festivals, it helps to spread Nepali culutre and tradition in the foreign land.

Writing

a.

The number of students who migrated in 2009/10 was 26948. Migration declined in the following two years. 11912 students in 2010/11, and 10258 in 2011/12 went abroad for study. The number grew in 2012/13, and constantly rose during the periods. The number reached 63259 in 2018/19, followed by 58758 in 2017/18, 50,659 in 2016/17, and 37,037 in 2015/17 which were the lagrgest numbers indicating significant movement from Nepal to other countries for the purpose of furthure study.

Overall, the data reveals that except for two years, migration has a upward trend.

b.

The pie chart shows reasons for internal migration. People moved within or into the different parts of the country because of the various reasons.

The highest percentage of internal migrants by reasons is 54 for the reason of marriage. 18.4 % of the people moved to different parts of the country because of other family reason. 9.1 % goes for easier life style, 7.8 % for study/training. 5.5 % of the internal migrants left their place for looking for work. 2.8 % of the people migrated to other parts for other reasons. It is the lowest percentage of internal migrants.

In short, people internally migrated to different parts of the country for various reasons. Marriage is the most important factor for the internal migration.

Grammar

Would/Used to

We can use 'used to' and 'Would' to talk about repeated past actions that don't happen any more.

'Would' can be used with only with action verbs. 

'Used to' can be used with both action verbs (run, walk, jump, talk, sing, speak, eat, drink, cry, skip, pull, push, fetch, etc.), and state verbs (love, like, feel, etc).

Verbs like live and have can also be used with 'used to'.

Now, complete the sentences with 'used to' or 'would'.

a. My sister …………….have short hair when she was young.

used to

b. We …… have lunch in the same school café when I was in middle school.

used to

c. My father …………play badminton before he had backbone problem.

would

d. When I was very young, I …….(not) like milk.

didn't use to

e. She …….call me after class for a chat.

would

f. My mother ……… (not) wear glasses when she was at the university.

didn't use to wear

g. When I was a child, we …………..live in a village.

used to

h. On Sundays, My mother …………..wake up and go to the temple.

would

i. How many friends ……………..have in class ten?

used to

j. My father ……….always read me bedtime stories before bed.

would