Globalization : Its Myth and Reality Dr. Meenu Pandey Associate Professor (Communication Skills) LNCT ,Bhopal (M.P.) E-mail –pmeenu91@gmail.com

ABSTRACT

The issue of women and globalization

is one that concerns all mankind, men

or women. The subject of globalization

and its impact on women and English

has been of considerable interest in

most countries. The current wave of

globalization has greatly improved the

lives of women and English worldwide,

particularly in the developing world.

This paper studies how do rising levels

of international interconnectedness

affect the social, economic, and

political condition of women and their

English ? A prudent answer to the

question would be that some women

will benefit from globalization and

some will be hurt, or that the status of

women and their knowledge of English

will improve in some respects but not

others. We advance the hypothesis

that, on balance and over time,

increasing cross-national exchange

and communication lead to

improvements in the status of women

and her use of English language. We

argue that both economic factors and

ideational or normative effects support

that proposition.

Economic aspects of globalization

bring new opportunities and resources

to women. But equally important,

globalization promotes the diffusion of

ideas and norms of equality for

women; though some subordinate and

constrain women. Results of our

analysis of data are consistent with the

expectation that global norms and

institutions make a difference for the

quality of life and status of women and

their communicative competence in

English language. More often than not,

when domestic cultures are more open

to international influences, outcomes

for women, as measured in health,

literacy, and participation in the

economy and government and fluency

and competence in language like

English, is generally improved. We find

that International norms and

institutions can, at a minimum, give

women one more source of leverage in

pressing for domestic reforms and also

helps in improving their vocabulary ,

syntax , fluency and communicative

competence in English language.

KEY-WORDS

Globalization,economic ,political socialeffect, women educationEnglish language teaching,

INTRODUCTION

Globalization is a

fashionable buzzword which

intensifies worldwide social

relations and the

consciousness of the world as

a whole . Globalization ,

women and English language

are said to work as pull

factors for one another.

While on one hand the English

language plays a major role

in the progress of

globalization by facilitating

political understanding,

economic activities and

cultural exchange, on the

other hand globalization

functions as a driving force

to strengthen the position of

English as a global language.

English can therefore be said

to be the language of

globalization .Let us try to

see the effect of

globalization on women.

Women, notes that

globalization presents

opportunities to some women

but leads to marginalization

of many others and thus

advocates mainstreaming in

order to achieve gender

equality. Globalization

affects different groups of

women in different places in

different ways. On the one

hand it may create new

opportunities for women to be

forerunners in economic and

social progress. With the

advent of global

communication networks and

cross-cultural exchange there

seems to be a change in the

status of women , although it

not to a very large extent.

However, globalization has

indeed promoted ideas and

norms of equality for women

that have brought about an

awareness and acted as a

catalyst in their struggle

for equitable rights and

opportunities. On the other

hand it may exacerbate gender

inequality in a patriarchal

society, especially in the

developing world. In the

economic realm it may lead to

further marginalization of

women in the informal labor

sector or impoverishment

through loss of traditional

sources of income.

Globalization began in 15th

century Europe when European

began to map and to

colonialism the world.

Nowadays, globalization is

around us. Globalization is

rapidly grow and it affects

all aspects of human life.

Everything is changing day by

day until now, the 21st

century. Globalization gives

the big effect to all aspect

in the whole of human life.

Many people nowadays are

affected by the modern life

pattern: life style, fashion

mode, behavior, and other

parts of their life. The

changing of their behavior

indicates that how strong the

globalization affect them.

Globalization has been

defined by Giddens as the

intensification of worldwide

social relations which links

distant localities in such a

way that local happenings are

shaped by events occurring

many miles away and vice

versa. It shows that although

there is a distance between

one place to another, the

globalization can bring

anything, such as style,

attitude, behavior, mode,

etc. Sometimes we do not know

which one is positive and one

side is negative.

H. McGrew (1999) in David

Blocks argue that there are

three general responses : The

hyper globalist, the skeptic,

and the transformationalist.

The hyper globalist means the

situation which is old

fashioned was replaced by new

fashioned. An old fashioned

is abandoned and the new

fashioned is coming. The

skeptic is that human being

are living in age of

capitalism by updated and

more efficient mean : high

technology. The last one is

transformationalist which is

everything changes because of

technological developments.

GLOBALIZATION AND ENGLISH

Globalization refers to the

expanding connectivity,

integration, and

interdependence of economic,

social, technological,

cultural, political, and

ecological spheres across

local activities. In an

increasingly globalized

society, empowered

individuals communicate

across cultural and national

boundaries as citizens of the

world. They have access to

new technologies that afford

them unprecedented ways to

reinterpret, appropriate,

contest, and negotiate mass

distributed texts in multiple

forms. These global

interactions force a

heightened sensitivity to

audiences with different

interpretive positions, and

necessitate an examination of

underlying cultural

assumptions and beliefs that

frame intercultural

communications. As English

educators, our goal is to

equip students with a

knowledge of global literacy

and the critical awareness of

how globalization defines and

positions their languages,

symbols, identities,

communities, and futures.

Consequently, English

educators and teachers of

English need to envision the

subject of English within the

contexts of global mass

mediation, multimodal

communications (i.e.,

communication which employs

multiple modes of

expression), migratory

populations, and

transnational economies.

FRAMING GLOBALIZATION AND

ENGLISH EDUCATION

Globalization arises through

a confluence of mass mediated

symbols, words, images,

sounds, objects, or

activities. While "mass"

refers to the recurring and

expanding distribution of

these material signs in human

interactions beyond a local

social context, "mediated"

refers to the meanings

produced when a sign is used

to represent, or signify, a

meaning for something other

than itself. A rose in the

garden, in a box with eleven

others, pinned to clothing,

white, red, or yellow, all

stand for something other

than the flower itself, and

stand for different things

depending on the social

context or frame of

reference. But, when one of

these meanings becomes

mediated over and over again

in human interactions,

through many different

multimodal signs, in many

different audiences

geographically dispersed, the

mass mediated sign constructs

globalized meanings and

frames of reference.

Globally, no sign mediates a

single stable transcendent

meaning. The relationship

between a sign, its meaning,

and its frame of reference in

any moment of mediation is

mutually constructive.

However, communities do

attempt to conventionalize

the mediation of a sign in

order to establish and

maintain desired positions

and relationships within a

social context, such as the

family, the classroom,

workplace, political party,

nation, academic society, or

transnational economy.

Debates about the "right"

meaning of a sign, and

attempts to carefully

construct messages to

influence sign meanings, and

their framing beliefs and

values, are commonplace.

Global news organizations are

nonstop re-presentations of

sign interpretations and

debates, and unfortunately,

the debates rarely articulate

the values and beliefs of the

underlying ideologies that

differentially frame the

contested signs. Even if the

news organization claims

objectivity, no framing is

value neutral.

Central to the concerns of

globalization in English

education are differing

interpretations, contesting

ideologies, and struggles

between frames for meaning.

The importance of tennis

shoes and their global

production and distribution

exemplify how a sign's value

can be embraced so

extensively, yet at the same

time represent the abuses of

capitalism from other

frameworks. In mass

mediation, a sign and its

meanings can change the

underlying values and beliefs

of a frame just as a frame

can mediate the sign with

alternate meanings. Both are

omnipresent in our globalized

multimodal lives, and both

demand critical inquiry

through the English language

arts curriculum.

Part of this critical inquiry

involves the global

phenomenon of mass

migration.  Globalization

involves the shifting of

populations across domestic

and international lines as a

result of the intensifying

economic, social, and

cultural exchanges within

different societies. It is

important to consider the

socioeconomic, political, and

demographic realities of mass

migration, and to question

its link to asymmetrical

relations of power while

making explicit its roots in

colonialism and imperialism. 

According to Suárez-Orozco

and Sattin (2007), global

issues such as child and

sweatshop labor, outsourcing,

and global warming should

have a place in today's

classrooms, particularly in

preparing students to become

critically engaged,

responsible, and active

global citizens.

Critical inquiries into

globalization will certainly

arise through the new

technologies of Web 2.0 such

as wikis, blogs, podcasts,

video casts, or RSS feeds and

yet to be realized Web 3.0. 

The challenges associated

with differences in

geographical distances and

time zones are becoming less

of an issue in cross-cultural

communication and information

exchange due to high speed,

multi-format and multimodal

synchronous and asynchronous

data interchange platforms,

artificial intelligence, as

well as broadband and

satellite connectivity. These

new technologies have the

ability to facilitate

interaction and content

sharing almost anytime and

anywhere among those who have

access to these technological

innovations. Tools such as

Resource Description

Framework Schemas (RDFS) and

the Web Ontology Language

(OWL)--data banks for

computer-generated exchange

of knowledge, language,

resources, and a data-centric

language--will further

encourage database creation

and management within a

global community, reflecting

the voices and cultures from

all over the world. Of

critical importance however

in such a highly

technologized global world,

with information collectively

owned and managed among their

users, will be to understand

the strengths and limitations

of the newer technologies for

meaning making and

information exchange. As

Farrell (2003) argues, the

differences in the users'

relationship to these new

technologies (e.g.,

technology suaveness,

education, gender, religion,

ideology, culture, or

identity) and in their ways

of appropriating such tools

for communicative purposes

will both enrich and

challenge communication and

information exchange within

and across communities of

practice. In other words, the

ways of appropriating and

communicating with new

technology tools in one

culture, one context, one

language, or one medium are

not going to be necessarily

the same in another culture,

context, language, or medium.

This is because technology

users from different

cultural, ethnic, economic,

ideological, and social

backgrounds are likely to

differ substantially in both

their understanding and use

of these tools for

communication and information

exchange. Such differences

are often reflective of the

sociocultural and

technological milieus where

their members get socialized

into the ways of thinking and

being around technology that

are characteristic of their

own culture, ideology,

resources base, and other

idiosyncrasies shaping their

unique digital societies.

Uncovering such differences

among the members of a global

community, learning to

collaborate and co-develop

collective knowledge,

understandings, and

experiences, as well as

respecting and celebrating

their diverse contributors'

ideas and perspectives will

need to become the core

principles of online and

offline global communication,

information literacy, and

digital world citizenship

within the English classroom

and beyond. Fostering such

principles in innovative

English teaching and in our

increasingly global virtual

environments will help our

students be accountable to

the global community through

a commitment to high quality

communication and lifelong

learning.

LINKING GLOBALIZATION AND

CRITICAL ENGLISH EDUCATION

As English educators, we need

to explore how globalization

is (re)shaping and

(re)defining literature,

language, composition, and

mass media in the following

ways:

Literature is broadening in

terms of authors, audiences,

genres, and modes of

representations. Readers have

an expanded set of possible

identities, discourses,

subjectivities, communities,

and modes of interpretation.

At a time when the globe is

becoming increasingly

accessible because of

instantaneous communications,

the corpus of print

literature is expanding

almost exponentially because

of the number of works either

being written in English or

being quickly translated into

English.  The consequence is

that in some departments the

privileged place

traditionally accorded

British and American

literature in high-school

anthologies is giving way to

courses in world literature

and diverse cultural

authors.  Prospective

teachers of English, as well

as English educators, must

now be much more attuned than

they were in the past to

works being written by major

authors outside the United

States or the British

Commonwealth. Non-print

literature--television and

motion pictures--is an

invaluable literary asset in

providing viewers with a

sense of verisimilitude about

the diverse physical and

social worlds of the

characters.  For a given

historical period, geographic

setting, or futuristic world,

television and film can

realistically depict the

eating habits, clothing,

means of transportation,

class system, work habits,

societal concerns, religious

practices, and family life in

the context.  However, what

they are incapable of doing

is revealing artistically, as

can print literature, the

complex inner lives of

characters, the psychological

wellsprings which give rise

to thoughts and emotions that

precipitate outward

behavior.  In short, English

educators and their students

should recognize the

strengths of both non-print

and print literature in

providing a sense of the

outward and inner worlds of

persons different from

themselves. With this

expanded set of authors and

modes of representation, the

interpretive responses of

students to literature

provide a basis to examine

identities, relationships,

values, and beliefs in terms

of local and global

contexts.  Global literature

education will depend upon

the ability of English

teachers to generate critical

interpretive dialogues among

students from diverse

cultural positions within and

beyond the classroom. Through

such dialogue, English

teachers might foster greater

respect among their students

for international authors and

simultaneously discourage

responses to world cultures

that center on strangeness

and exoticism.

Language is changing the role

of English in global

contexts, resulting in uses

and forms that diverge from a

single standard.

Communicators have multiple

English’s to mesh for

rhetorical purposes within

and across cultural discourse

practices. While researchers

and teachers of English in

the US have been stating for

over thirty years that the

formal teaching of grammar in

isolation from the teaching

of writing is simply not

effective, in a globalized

world this statement becomes

more relevant than ever.

There is not one English, but

a plethora of world English’s

through which our students

could communicate. These

world English’s may vary

according to the culture or

nation in which they are

spoken and resultant

convergences with that

nation's native language.

Technology not only is

bringing world English’s into

daily contact, the nature of

digital communication is

aiding in the demise of a

"standard English."  Instant

messaging, text messaging,

and other technological forms

of communication are creating

new writing practices that

often undermine traditional,

standard English for the sake

of faster, more effective

communication. While one

might effectively argue that

teaching standard English

remains important for formal

or business communication, it

is also fair to say that

English is becoming more

complex than ever, and our

students will need to be

flexible and efficient users

of a vast array of discourses

that isolated, drill-oriented

grammar lessons simply will

not teach.

Composition modes, purposes,

and audiences have expanded

exponentially as emerging

technologies have

revolutionized written

communication. Authors

commonly have multiple modes

of representation available

to them and increased

opportunities for interaction

and collaboration as they

create texts. Composition has

moved beyond the rejection of

writing the five-paragraph

essay to also include

multiple modes of creation

and expression using visual

and collaborative components.

Thinking creatively and

imaginatively becomes even

more important as students

must not only devise thesis

statements and bullet points,

but must decide first on a

form to best reflect their

argument and then frame this

argument to take advantage of

the conventions of the chosen

form, whether that be a

website, a blog, a wiki, a

video essay or documentary,

or even a traditional written

document.  While technology

has expanded the modes of

composition, it has also

dramatically changed the

rhetorical context for

writing in school.  Students

now have access to many

global audiences through web

publishing, increasing their

value for revision and

quality compositions far

beyond the assignment context

and single teacher audience.

Mass media has increasingly

become a global means to

convey dominant ideologies

and discourses that demand

critical analyses. In

recognizing the identities

and values being promoted

through rhetorical

techniques, audiences use

critical strategies to

achieve greater agency and

consciousness in their future

consumption and production.

Teaching media literacy is

more important than ever as

students grow up in a world

where they encounter media

messages hundreds of times

daily, from advertisements on

websites to billboards, TV,

radio, and popular music. It

is important that they become

critical, meta-aware readers

of media texts so that they

can be thoughtful, critical

agents in a world where they

are increasingly encouraged

to be passive consumers of

information, materials, and

goods.  To accomplish these

goals, the English teacher

must seek multiple texts on

curricular topics published

in multiple modes in multiple

global communities; this

juxtaposition of texts

supports the identification

of cultural frames of

reference in order to

evaluate the values and

beliefs constructed through

the messages.

In teaching learning

process, the use of computer

or laptop, TV, tape recorder,

LCD, e-mail, blog, etc are

indicated that the

globalization has changed the

media of teaching. Before

globalization, most teachers

used a simple teaching media

such as pictures, blackboard

or whiteboard, real things,

or others. However, now, most

of the teachers widely use

computer or laptop, LCD, e-

mail or etc in supporting the

teaching learning process. It

will be simple and easier if

the assignments or tasks are

uploaded by the teacher to

the internet via e-mail or

blog or others and the

student have to find those

all. After doing the

assignments, the teacher asks

the students to submit it in

teacher’s blog or by sending

message or e-mail to the

teacher. Globalization has a

big role in changing the

methods, approaches, and

techniques of teaching of

learning process.

RECOMMENDATIONS FOR PEDAGOGY

Literacy teaching is

progressively becoming more

complex. As information

technologies and a so-called

"flattening" world make

global communication and

collaboration more

ubiquitous, teachers of

reading, writing, speaking,

listening, and viewing are

being forced to change the

way they instruct their

students.  No longer is it

adequate to teach literature

by asking students to answer

simple comprehension

questions about a text. No

longer is it sufficient to

teach composition as if it

were only an act of placing

written words on paper. No

longer is it useful to teach

students to speak and compose

using a single, standardized

English grammar.  All of

these activities in the

English classroom of the past

were framed by a single

discourse standard seeking a

more homogenous cultural

identity.  Instead, 21st

century literacy educators

must broaden their curricular

horizons and align their

teaching with the real-life

multicultural and multimodal

communication needs of their

students who increasingly

live and work in a globalized

society.  Through such

critical literacies, students

can communicate and

collaborate across cultural

and national boundaries

through technologies that

afford them unprecedented

ways to reinterpret,

appropriate, and negotiate

texts in order to participate

more fully in local and

global communities.

The teaching of critical

thinking plays a central role

in the teaching of such

critical literacy. As the

world becomes more complex,

increasingly flattened, and,

one might argue, ever more

interesting and challenging,

our students must be prepared

to enter it as competent,

thoughtful, and agentive

readers and communicators. In

order to prepare them

effectively, we as literacy

educators must make changes

to literacy curricula that

traditionally view knowledge

making and communication as

straightforward, text-based,

and individualized, a

perspective that was only

appropriate before the recent

explosion in communicative

technologies and resulting

economic, social, and

cultural realities. To

prepare students who can be

active and effective world

citizens able to make

thoughtful decisions and

solve global problems, we

must first help them to be

critical, meta-aware thinkers

and communicators.

In the future, today's youth

will be required to actively

address economic,

environmental, and cultural

problems that could have

widespread and long-term

consequences for themselves

and their world. In order to

be active problem solvers,

they should be able to think

with clarity, imagination,

and empathy. Literacy

instruction is one avenue

through which such

contemporary critical

thinking might be taught. By

teaching literacy skills

through intercultural reader

response theories of literary

interpretation, social-

cultural methods of language

study, global rhetorical

approaches to writing, and

juxtaposed multimedia

representations, students can

begin to think critically and

globally in a world that,

increasingly, will require a

politically and socially

active citizenry.

GLOBALISATION AND WOMEN

The term globalization has

been used as a slogan by most

of the developing countries

over the last few years. Most

countries have welcomed this

phenomenon, while some

countries fear to welcome it.

Globalization has had various

impacts on the lives of the

people ranging from rich to

poor, black to white, man to

woman, rural to urban, etc.

Though, in the global

village, there’s no

difference between man and

woman, but due to women’s

deprivation from resources

and other opportunities, they

are more affected by

globalization and deeply

experiencing its effects.

Globalization is the system

of interaction among the

countries of the world in

order to develop the global

economy. It is an ongoing

process by which regional

economies, societies, and

cultures have become

integrated through a globe-

spanning network of

communication and execution.

Globality is assessed by four

factors. They are

globalization of capital,

globalization of markets,

globalization of supply

chain, and globalization of

corporate mindset. Global

business is facilitated by a

number of factors. The more

prominent among them are vast

markets of developing

countries, greater scope of

earning in international

business and formation of

trading blocks. Globalization

has ripple effects as

reflected through its impact

on women, wages, child labor

and managerial practices.

POSITIVE AND NEGATIVE

IMPACTS

There are two impact of

globalization- negative and

positive. Negative

combination is the breaking

down of trade barriers or

protective barriers such as

tariffs and quotas. With

positive integration, these

countries will work on having

similar or identical policies

on tariffs. According to

economists, there are a lot

of global events connected

with globalization and

integration, which have

brought a drastic change in

the world. They are Expansion

of International Trade,

Technological Progress,

Increasing Influence of MNCs,

Power of the WTO, IMF, and

WB, Greater Mobility of Human

Resources across Countries,

Greater Outsourcing of

Business Processes to Other

Countries, Civil Society etc.

Civil society often refers to

NGOs.

There are NGOs that support

women's rights. The most

striking thing about women

all over the world is the

high degree of discrimination

meted against them. Some

statistics are worth

collecting in support of this

statement. Out of the 1.3

billion poor people in the

world, 70 percent are women,

the majority of whom are

illiterate with no access to

basic facilities like safe

drinking water.

The impacts of globalization

on women are more prevalent

and more complicated.

Highlighting the positive

aspects of globalization, a

number of economists believe

that women have mainly

acquired noticeable benefits

from economic reforms. One of

the opportunities that

globalization has provided

for women is the increase in

employment. By expanding mass

communication Medias,

globalization has also

boosted women’s awareness

level so that they have

better chance to prove

themselves and have more

chances for selection as

well.

WOMEN AS A CHEAP LABOUR

The cheap labour of Asian

women is regarded as the most

lucrative way to enhance

profits. Women in developing

countries are a ‘flexible'

labour force. Their cheaper

labour forms the basis for

the induction of women into

export industries such as

electronics, garments, sports

goods, food processing, toys,

agro-industries, etc. Women

are forced to work

uncomplainingly at any

allotted task, however dull,

laborious, physically harmful

or badly paid it may be. A

large number of poor women

looking for work within the

narrow confines of a socially

imposed, inequitable demand

for labour have become ideal

workers in the international

division of labour.

Globalisation is riding on

the back of millions of poor

women and child workers in

the margins of the economy.

The number of girls working

in the informal/unorganised

sector for precarious wages

has also increased. National

and multinational

corporations operating in

Free Trade Zones, Special

Economic Zones and Export

Processing Zones in India

employ girls in production

units or hire them on a

piece-rate basis for home-

based work. Using girl-child

labourers is the cheapest way

to increase the profit

margin.

IMPACT OF MULTIMEDIA ON

WOMEN

Using internet, which

demonstrates globalization,

has created chances for e-

commerce. For instance, in

India more than 60000 rural

women have been able to

deliver their goods to the

market through marketing by

using digital photos. Such

process of direct delivery of

goods to the market with no

need of vehicles has enabled

women to earn more profit

from their sales.

Women’s employment helps

boost their income level and

therefore women have more

access to human development

indicators such as (training,

health, free access to

information and

communication, participation

in social and political

life). In addition, women’s

employment is impactful in

their social choices since

most young women have their

own income or in some cases,

they have more income and

more job opportunity compared

to men. Through this, they

can develop to be independent

in choice. They will have

freedom in choosing to marry

whomever they please or they

can choose to remain single

as they will.

 WOMEN AND JOB OFFERS

Moreover, women’s

participation plays a vital

part in service especially

those services needing high

level skill and specialized

knowledge like programming,

working at banks, airlines,

insurance companies and

productions. Since their

trade is very much

highlighted.

Besides having the positive

effects, globalization also

have negative impacts on the

lives of women. Unfair deals

in free market system of

globalization especially in

developing countries cause

women to be the first to lose

their jobs.  Continuation in

the Privatization and

reduction of social services

for women has caused women to

be more vulnerable than men

in this case.

At the moment millions of

women give up their residence

in poor countries across the

world so as to find

employment.

WOMEN AND EDUCATION

The final results indicate

the weakness of women’s role

in education and their

potentiality in the

destruction of the household.

Investment for education of

women, from a perspective

helps them increase their

skills and enable them in

economic growth and from

another perspective, change

their ideology regarding the

coming generation to be

educated. Moreover, Limited

access of women to education

has become another obstacle

to their participation in

economic activities. Cultural

limitations and security

problems also prevent women

from working outside their

homes.  Beyond that, women

have to do house chores,

raise their children, keep

and take care of animals and

even land and fields.

Therefore, they have more

responsibilities and

pressure.  Women’s pregnancy

also has various impacts on

their lives. In most cases,

frequent pregnancies prevent

women from continuing their

education and participation

in economic activities. 

WOMEN AS DECISION MAKER

The number of women in

decision making is much in

minority and not effective.

The presence of a woman in

the symbolic ministry of

women and 25 percent women

out of 100 percent men in the

parliament is really very

insufficient.

ECONOMIC REFORMS FOR WOMEN

The structural adjustment

programme has forced working

women into the unorganised

sector and deprived them of

their rights In response to a

mounting burden of debt,

leading to a balance of

payment crisis, the

Government of India embarked

on a Structural Adjustment

Programme (SAP) in the 1990s.

This included reductions in

public investment,

devaluation, cutting food and

fertiliser subsidies,

dismantling the public

distribution system, reducing

budgets for the social

sector, promoting capital-

intensive and ‘high-tech'

production, and increasing

bank rates and insurance

charges. The SAP policies aim

at capital-, energy- and

import-intensive growth with

the help of devaluation,

deregulation, deflation and

denationalisation. Mainstream

economists call these

processes “economic reforms”.

Globalisation also means that

a new international division

of labour has emerged.

Economic globalisation, deep

economic restructuring across

countries and neo-liberal

economic policies have led to

informalised and

decentralised processes of

production that have

transformed labour markets

and the world of work in

industrialised and developing

countries. In the process,

social security and statutory

protection to workers have

been dismantled. The SAP has

forced working women into the

unorganised sector and

deprived them of their

rights. The women fall

outside protective labour

laws such as the Maternity

Benefits Act (1961),

Employees State Insurance

Scheme, Factories Act (1948),

Equal Remuneration Act

(1976), Bombay Shops and

Establishment Act (1984),

Plantation Labour Act, and

Child Labour (Prohibition and

Regulation) Act, 1976

CONCLUSION

Globalization has brought

both fears and hopes to the

people of the world.

Considering the positive and

negative impacts of

globalization on women’s

society, globalization can

provide numerous

opportunities in various

economic, cultural and

political aspects, increasing

employment, enhancing

knowledge level and cultural

awareness. English plays an

increasingly vital role in

the employment market.

English language proficiency

has significant positive

influence on earnings. In

conclude, in this

globalization era that

English is very important for

people and require the people

to learn English in order to

make the people always ready

to face the globalization

challenges in the field of

communication, science and

technology and requirement.

REFERENCES

BIBLIOGRAPHY

[1] Banks, A. J. (2006). Race,rhetoric, and technology: Searching forhigher ground. Mahwah, NJ:Lawrence Erlbaum Associates,Inc.

[2 ] Bourdieu, P. (1998). Acts ofresistance: Against the tyranny of themarket. New York: New Press. 

[3] Bourdieu, P. (2002).  ThePolitics of globalization,global policy forum.  RetrievedAugust 7, 2007 from the WorldWide Web athttp://www.globalpolicy.org/ngos/role/globdem/globgov/2002/0220bourdieu.htm

[4] Bigelow, B., & Peterson, B.(2002). Rethinking globalization:Teaching for justice in an unjust world.Milwaukee, Wisconsin: RethinkingSchools, Ltd.  Online componentretrieved August 7, 2007 fromthe World Wide Web athttp://www.rethinkingschools.org/publication/rg/RGIntro.shtml

[5] Coppola, E. M. (2004).Powering up: Learning to teach wellwith technology. New York:Teachers College Press.

[6] Friedman, T. (2005). TheWorld is flat: A brief history of the

twenty-first century. New York:Farrow, Straus & Giroux.

[7] Jay, P. (2000).Globalization and thepostcolonial condition,Modern Language Association,December 2000.  RetrievedAugust 7, 2007 from the WorldWide Web athttp://home.comcast.net/~jay.paul/pc.htm

ABOUT THE AUTHOR

Dr. Meenu Pandey ,is workingas Associate Prof. ofCommunication Skills inDepartment of Humanities, ofLakshmi Narain College ofTechnology , Bhopal (M.P.)and having two decade longexperience in the field. Shealso conducts P.D. classes.She is Chief Editor of anonline journal named IJILSwith ISSN No. :2278-0386. Sheis also member ofInternational Editorial Boardof an online journal namedEuropean Academic Research-InternationalMultidisciplinary Research Journal publishedfrom Romania ,with ISSN No-2286-4822.She has got awardeddegree of Ph.D. fromBarkatullah University ,Bhopal.She is M.Phil inEnglish Literature fromD.A.V.V., Indore. She didP.G. in English ,Education

and Library Science. She haspost graduate diploma inEnglish Language Teaching,Yogic Science and ComputerApplication.She is author of

6 books and 25 researchpapers.She has participatedand attended several Nationaland Internationalconferences