"I Will See You in America, Inshallah": Linguistic Imperialism and the Ethics of Teaching English in Jordan

Abstract

This thesis is an ethnographic exploration of English language education in Jordan, centering the ethical, political, and relational dynamics that emerge when English is taught across cultural and linguistic divides. Based on fieldwork conducted over six months—including interviews, participant observation, and narrative storytelling—I examine how English functions not only as a global language but as a marker of class, cosmopolitanism, and aspiration. Special attention is given to the roles of teachers: Jordanian, Western, and hybrid educators, each navigating distinct expectations and forms of legitimacy. Building on critiques of linguistic imperialism and soft power, I analyze how international programs like Fulbright—often staffed by monolingual native speakers— reproduce symbolic hierarchies even when framed as cultural exchange. I trace how English circulates differently across urban and rural settings, where access, infrastructure, and social capital deeply shape what English can do. Through ethnographic vignettes, personal reflection, and engagement with anthropological theory, this thesis asks what it means to teach English in a postcolonial, Arabic-speaking context—and how such teaching can become a site of mutual learning rather than one-way transmission. Ultimately, this work contributes to broader conversations about language, pedagogy, and the ethics of cross-cultural encounter.