Class 12 Compulsory English Migration and Diaspora Notes

Working with words

A. Meanings and Words

• 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. Pronunciation and Sounds Represented

(Note: IPA representations show standard pronunciations and key phonetic sounds for the underlined letters).

• ribbon: /ˈɹɪbən/
• filled: /fɪld/
• phone: /fəʊ̯n/
• often: /ˈɒf(t)ən/
• ghost: /ɡəʊst/
• who: /huː/
• back: /bæk/
• edge: /ɛdʒ/
• jellyfish: /ˈdʒɛliˌfɪʃ/
• Christmas: /ˈkɹɪsməs/
• acclaim: /əˈkleɪm/
• spell: /spɛl/
• summer: /ˈsʌmə(ɹ)/
• sink: /sɪŋk/
• tongue: /tʌŋ/
• happy: /ˈhæpi/
• wrong: /ɹɒŋ/
• sun: /sʌn/
• batter: /ˈbætə(ɹ)/
• five: /faɪv/
• why: /waɪ/
• yellow: /ˈjɛləʊ/
• treasure: /ˈtɹɛʒə(ɹ)/
• cheese: /t͡ʃiːz/
• shark: /ʃɑːk/
• thief: /θiːf/
• feather: /ˈfɛðə(ɹ)/

C. Syllable Count and Stressed Syllables

• certificate: /səˈtɪfɪkeɪt/ — 4 syllables (stress on 2nd syllable)
• holiday: /ˈhɒlɪdeɪ/ — 3 syllables (stress on 1st syllable)
• zoology: /zuːˈɒlədʒi/ — 4 syllables (stress on 2nd syllable)
• photographic: /ˌfəʊtəˈɡɹæfɪk/ — 4 syllables (stress on 3rd syllable)
• geography: /dʒɪˈɒɡɹəfi/ — 4 syllables (stress on 2nd syllable)
• curiosity: /kjʊəɹiˈɒsɪti/ — 5 syllables (stress on 4th syllable)
• mechanically: /mɪˈkænɪkli/ — 5 syllables (stress on 2nd syllable)
• characteristics: /ˌkæɹɪktəˈɹɪstɪk/ — 5 syllables (stress on 4th syllable)
• examination: /ɪɡˌzæmɪˈneɪʃən/ — 5 syllables (stress on 4th syllable)
• negotiation: /nɪˌɡəʊʃiˈeɪʃən/ — 5 syllables (stress on 4th syllable)
• paraphrase: /ˈpaɹəfɹeɪz/ — 3 syllables (stress on 1st syllable)
• paradoxically: /ˌpaɹəˈdɒksɪkli/ — 6 syllables (stress on 3rd syllable)
• territoriality: /ˌtɛɹɪˌtɔːɹiˈælɪti/ — 7 syllables (stress on 5th syllable)

Comprehension

A. Match the first halves of the sentences (a-g) with their second halves (i-vii).

• a. The term assimilation has been used → (iii) in 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 to 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?
  • Answer: According to the author, the three aspects of migration are the forward motion (departure/outflow), the migrants themselves, and the backward motion (return/reintegration).
• b. Which aspect of migration is neglected by researchers?
  • Answer: Researchers have largely neglected the pluridimensionality of the dediasporization phenomenon (the backward motion and reintegration process).
• c. What is ‘dediasporization’?
  • Answer: Dediasporization is the process by which a diasporic subject either reacquires homeland citizenship by returning to the sending country, achieves generational assimilation in the host state, or re-engages within the transnational circuit of the transnation-state.
• d. Why is the role of the state important in dediasporization?
  • Answer: The role of the state is important in dediasporization because it actively intervenes to verify the eligibility of returnees to reacquire state citizenship, along with all its legal privileges and obligations.
• e. How is the Chinese diaspora in the Caribbean different from others?
  • Answer: The Chinese diaspora in the Caribbean is distinct because they are often still perceived and treated as foreigners by local Caribbean citizens, even though they have lived there for over a century.
• f. Why is it difficult to regain citizenship after returning to the homeland?
  • Answer: It is difficult to regain citizenship after returning to the homeland because legal integration and social acceptance depend strictly on the state’s bestowal of formal legal legitimacy.
• g. What do the Germans feel towards the returnees from Russia, Kazakhstan, and Uzbekistan?
  • Answer: Ethnic Germans returning from Russia, Kazakhstan, and Uzbekistan often experience a sense of cultural alienation and distinct social distance from local Germans.
• h. How are the returnees’ activities in Israel different from that of those in other countries?
  • Answer: Returnees in Israel are unique because they actively assert full citizenship, establish their own distinct political parties, and advocate aggressively for rights and political influence within the nation.
• i. What is the role of the individual in dediasporization?
  • Answer: The individual’s role in dediasporization is to assimilate into the local culture, maintain or reclaim legal citizenship, and actively contribute to the ongoing nation-building process.

Writing

Categorizing Data Interpretation Words and Phrases

Grammar

A. Make sentences using used to / didn’t use to:

• a. She used to travel a lot, but now she rarely leaves her town.
• b. She used to be lazy, but now she works hard.
• c. She didn’t use to like junk food, but she eats momo and noodles these days.
• d. She used to have a pet, but it died last year.
• e. She used to be a school teacher, but now she is a professor.
• f. She used to have many friends, but now she has a limited circle of friends.
• g. She didn’t use to read many books, but she reads a lot of books now.
• h. She didn’t use to drink coffee, but now she drinks coffee regularly.
• i. She used to go to parties a lot, but now she doesn’t attend parties.

B. Complete the sentences with used to or would:

(Note: “Would” describes past habitual actions/routines, while “used to” can describe past states, habits, or routines. Both are applicable for recurring actions, though states/conditions typically require “used to”).

• 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 a back problem.
• d. When I was very young, I didn’t use to like milk.
• e. She would call me after class for a chat.
• f. My mother didn’t use 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 early and go to the temple.
• i. How many friends did you use to have in class ten? (Or: How many friends would you have…)
• j. My father would always read me bedtime stories before bed.