UNIT-XIX

Migration and Diaspora

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

B.    Consonant sounds

1. A consonant sound is one in which the air flow is cut off, either partially or completely, when the sound is produced. There are twenty-four consonants in English. They are given in the table below. The representing letters are underlined below.

Sounds	Example	Sound	Example	Sound	Example
/p/	pair, cup	/θ/	thing, both	/h/	hear, ahead
/b/	bad, crab	/ð/	this, father	/m/	man, team
/t/	tall, hit	/s/	saw, house	/n/	nail, tan
/d/	dark, head	/z/	zap, goes	/ŋ/	ring, singer
/k/	cab, lack	/ʃ/	shape, push	/l/	let, tall
/g/	good, tag	/ʒ/	pleasure, beige	/r/	right, scary
/f/	fine, wife	/tʃ/	cherry, match	/w/	wet, away
/v/	very, above	/dʒ/	judge, raj	/j/	you, young

      b.     Pronounce the following words. What sounds do the underlined letter(s) represent?

    ribbon, filled, phone, often, ghost, who, back, edge, jellyfish, Christmas, acclaim, spell, summer,        sink, tongue, happy, wrong, sun, batter, five, why, yellow, treasure, cheese, shark, thief, feather

    ribbon /b/                    Christmas /k/               batter /t/            filled /d/                      acclaim /k/

    five /f/                         phone /f/                      spell /l/             why /w/                       often /f/

    summer /m/                 yellow /j/                     ghost /g/            sink /ŋ/                        treasure /ʒ/

    who /h/                        tongue /ŋ/                    cheese /tʃ/            back /k/                       happy /p/        

    shark /ʃ/                       edge /dʒ/                     wrong /r/            thief /θ/                       jellyfish /dʒ/   

    sun /s/                          feather /ð/

    c. The vocal cords vibrate while producing voiced sounds. The initial sound /dʒ/ in jam is a                voiced sound. The vocal cords do not vibrate while producing voiceless sounds. The initial            sound /p/ is a voiceless sound. Pronounce the sounds in the above chart. While pronouncing         notice whether the vocal cords vibrate or not and categorize them into voiced and voiceless            sounds.

C.    Write the number of syllables and mark the stressed syllable of the following words.

Cer'tificate, 'holiday, zo'ology, photo'graphic, ge'ography, curi'osity, me'chanically, characte'ristics, exami'nation, negoti'ation, 'paraphrase, para’doxically, territori'ality,

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.

Answer:    a-iii,    b-v,      c-vii,    d-v,      e-iv      f-i,       g-ii

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 forward motion, the migrants themselves and their incorporation into a new social, and formation backward motion.

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

The researchers have neglected to place emphasis on the pluridimensionality of the dediasporization phenomenon.

c.     What is ‘dediasporization’?

Diasporization is the process by which a diasporic person reinscribes themselves in the transnational circle of the transnation-state, achieves generational integration in the host state, or regains homeland citizenship by returning to the sending country.

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

The state abides by legal procedures to decide on each case and ensure that such a person is eligible to reacquire state citizenship with all of its privileges and obligations. Therefore, the role of the state in dediasporization is significant because a diasporan cannot dediasporize themselves without going through official state procedures to reacquire their nationality and citizenship.

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

The Caribbean's Chinese diaspora is unique from others in that, despite having lived there for more than a century, locals still view Chinese residents as outsiders.

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 disagree with the idea of "once a citizen, always a citizen." In addition, they have established more difficult processes that diasporans have to go through to restore their citizenship. Again, there are many other factors to take into account while one is recovering citizenship, including residency, giving up citizenship, and one's legal status after returning (whether it was a personal decision or a prisoner extradition).

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

The Germans consider the returnees from Russia, Kazakhstan and Uzbekistan as diasporas with distinct status, and they are separated from the rest of society.

Or

The returnees from Russia, Kazakhstan, and Uzbekistan are seen by the Germans as a diaspora with a special status that separates them from the rest of society.

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. Some returnees have formed their own political party, as in the case of Israel Beiteiny, which represents the interests of Israelis of Russian background, and to establish a separate organization, as in the case of the Association of Canadian and American Jews, which celebrates American holidays and serves as an ambassador of goodwill on behalf of these two countries.

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

The capacity for dediasporization is not simply a concern of a state but also a matter of the individual, who must be willing to participate in the process and has to follow certain procedures.

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?

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

Writing 

A.   The following words and phrases are used in interpreting data of different types of charts and diagrams. Study the words/phrases and put them in the right column.

stay constant, decline, collapse, grow, go up to, boom, peak, fall, drop, dip, go down, reduce, level up, decrease, remain stable, rise, no change, remain steady, stay, maintain the same level, crash, plunge, climb, increase, plummet

Upward Trend	Downward Trend	Stable Trend
Grow, go up to, boom, peak, level up, rise, climb, increase	Decline, collapse, fall, drop, dip, go down, reduce, decrease, crash, plunge, plummet	Stay constant, remain stable, no change, remain steady, stay, maintain the same level

B.   Interpret data in the following charts and graphs using appropriate words and phrases. Make comparisons when required.

a. Nepali student migration

The graph depicts the migration of Nepali students to various countries from 2009/10 to 2018/19.

According to the information given, 26,948 students migrated for study in 2009/10. However, with just 11,912 and 10,258 students migrating, respectively, in the academic years 2010–2011 and 2011/12, student mobility significantly decreased. Its number climbed somewhat in the years 2012/13 with 16,499, and it continued to rise steadily until the years 2018/19. In other words, following the academic year 2012/13, migrant students gradually increased. The greatest number of Nepali students who decided to study abroad was 63,259 in the academic year 2018/19.

In conclusion, the chart illustrates that, despite declines in 2010/11 and 2011/12, the trend of Nepali students moving to other countries for higher education is growing every year. Various factors such as quality education, standard of living, and so on may have influenced Nepali students' decisions to migrate abroad for their further studies.

b.     Reasons for internal migration

The given pie chart depicts the data indicating the reasons for internal migration in a particular country.

The figure illustrates the causes of internal migration. Marriage, education/training, work, lifestyle, family considerations, business, etc. are the primary factors listed in the chart that affect people’s movements. Marriage causes the majority of people to migrate from one place to another within a country. In other words, 54 percent of migration occurs when people get married. The least influencing reason for people’s migration is other family reason, indicating only 2.5 percent. (Here it is impossible to interpret the pie chart in detail with correct information as it is unlikely to recognize the index and its colour.)

In a nutshell, individuals move from one location to another for a variety of reasons. According to the information, marriage, the desire for a simple lifestyle, and other things are the key influences on the trend of internal migration.

c.     Trend of death of migrant workers

The graph presents the trend of deaths among migrant workers from 2008/9 to 2017/18.

In the years 2008–2009, there were 77 deaths overall, which is the lowest mortality rate ever recorded for migrant workers. The year 2017–18 had the most deaths, with 1006 total. The number of migrant workers who passed away grew over time, with death tolls of 419, 566, 648, 722, and 877 in the years 2010–2011, 2011–2012, 2012–2013, and 2013–2014, respectively. However, with 816 deaths in 2015–16 and 756 deaths in 2016–17, it significantly decreased. Nevertheless, it climbed somewhat to 821 in 2017–18.

In brief, the deaths of migrant labourers have increased significantly over the past decade. Though the percentage of deaths among workers who migrate to other countries for work fluctuates, data shows that the number has been increasing every year for the past ten years. Therefore, it is important to educate foreign workers on how to prevent injuries when working abroad.

Grammar

Would/Used to

A.    Make sentences from the table below using used to / didn’t use to as shown in the example.

            Example: She used to travel a lot but now she rarely leaves her town.

 

Ten years ago	Now
She traveled a lot.	She drinks coffee.
She was lazy.	She works hard.
She didn’t like junk food.	She has limited friends.
She’d got a pet.	She is a professor.
She was a school teacher.	She does not attend parties.
She had got many friends.	Her pet died last year.
She did not read many books.	She reads a lot of books.
She did not take coffee.	She eats Momo and noodles these days.
She went to parties a lot.	She rarely leaves her town.

 

1)    She used to be lazy, but now she works hard.

2)    She did not use to like junk food, but now she eats Momo and noodles these days.

3)    She used to have a pet, but her pet died last year.

4)    She used to be a school teacher, but now she is a professor.

5)    She used to have many friends, but now she has limited friends.

6)    She did not use to read many books, but now she reads a lot of books.

7)    She did not use to take coffee, but now she drinks coffee.

8)    She used to go to parties a lot, but now she does not attend parties.

Explanation to the use of ‘would’ and ‘used to’.

'Would' is only good for actions or situations that were repeated many times;
'Used to' is good for any action or situation that continued for a period of time in the past, including repeated actions or situations.

To make this clearer, let's look at the three examples of 'used to' sentences, and see if we can change them into 'would' sentences.

Here's the first example again:
"I used to live in Manchester, but I moved to London last year."

Can we use 'would' instead of 'used to' here?
No, we can't, because 'living in Manchester' wasn't repeated again and again and again. It's simply a situation in the past. Therefore, only 'used to' is good in this sentence.

The second example again:
" When he was at school, he used to play football every Saturday."

Here, we're talking about 'playing football every Saturday'. This is an action that was repeated many times, so we can also say:
"When he was at school, he would play football every Saturday".
'Used to' and 'would' are both good here, and the meaning is the same.

Finally, the third example again:
"She used to hate her job until she got a promotion."

Did she 'hate her job' many times?
No, this isn't a repeated action, so in this example 'would' isn't possible. We have to use 'used to'.

B.    Study the following sentences and find the differences between them.

a.     My grandfather used to smoke but he doesn’t smoke now.

b.     I would always talk to my grandfather whenever I had a problem.

Now, complete the sentences with used to or would.

a.     My sister used to have short hair when she was young.

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

c.     My father used to play badminton before he had backbone problem.

d.     When I was very young, I did not use to like milk.

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

f.      My mother used to wear glasses when she was at the university.

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

h.     On Sundays, my mother would wake up and go to the temple.

i.      How many friends would you have in class ten?

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