Reading for cross-cultural associations

Read the excerpt below about the social stratification in India. Make use of the given information in the role-play.

Social Stratification in India

Social stratification exists in contemporary society under the social class system - from poor to rich and with varying degrees in between. Social stratification refers to the social and economic categorization of individuals within a societal framework – it not only makes reference to traditional wealth and influence but also to treatment of an individual with regards to their sex, race, religion, and even appearance.

One of the best examples of overt, systemic social stratification was (and, arguably, continues to be) the caste system in India. While the caste system has been remodeled, the social inheritance of such a long legacy of overt stratification means that many people still firmly believe in their social superiority or inferiority (as do many institutions and authorities whom still lend great credence to the notion of caste).

Born into a caste, one is subject to riches or ridicule, advancement and expectation from birth or simple disregard and disdain on the other end of the spectrum. The lowest caste, termed the “untouchables,” is comprised of individuals who barely qualify as persons in the eyes of many countrymen.

Caste is static, a mark of heritage, and while one may escape the economic conditions of their caste, they remain a member of that caste for the remainder of their life.

 

ROLE PLAY

 

What are Socio-economic Issues?

Situation

Socioeconomics is an area that governs the understanding and the activities of individuals that shape them as economically active. The socio-economic issues are the problems that socioeconomics tackles and the factors that have negative influence on the individuals' economic activity. Such issues are lack of education, cultural and religious discrimination, overpopulation, unemployment and corruption.

What you must discuss:

Exchange opinions of what you have been taught at the lectures on Social Science and comment on the information you have obtained from different sources to identify the subject and object of socio-economic studies.

Work in groups (students A, B, C).

Student A

You are in your first year at the University of Finance. You are doing a course on Social Science. You are seeking advice on the interdependence between economic and social structures of society. You don’t think you are at subject to formulate the cause and effect relationship between the two types of structures. You ask your fellow students to give you some helpful hints.

Make use of the helpful phrases:

Ø Let me explain the situation to you …

Ø As far as I know …

Ø As things stand, …

Ø It’s beyond me …

Ø I must admit …

Ø My own view is …

Student B

You see what your fellow-student means, but you want to ensure that he differentiates such confusing things as the object and subject of studies. You explain that the subject of socio-economics is the economic activity of individuals while the object of these studies is the factors that have both negative and positive influence on the individuals' economic activity. Education is one such factor. You make it clear that it is essential for the economic development of countries, since the industry of different states requires skilled professionals. Another point is that when there is lack of education, businesses cannot grow because of lack of expertise among labor. You ask your friend to think of an example if it is clear to him.

Make use of the helpful phrases:

Ø At first... seemed completely out of the question....

Ø One of the things is …

Ø You will realize of course ….

Ø Well, that’s another matter.

Ø In my opinion …

 

Student A

You thank your friend for the explanation and give an example of the Indian University Grant Commission, which indicates that access and quality of education in the country continue to experience such problems as bad infrastructure and lack of professional academics. This results in decline of the economic activity in particular areas such as South Indian provinces.

You develop the idea, saying that there are most probably other factors which affect economic activities and suggest that your friends continue the explanation.

Make use of the helpful phrases:

Ø In my opinion …

Ø It makes sense for us to …

Ø As things stand, …

Ø I totally agree …

Student C

You join the conversation as you think it might be a good idea to give an extended definition of such factors as cultural and religious issues. You remember that the integration of different cultures and religion results in a stable social structure that is favorable for the economic development. However, a persistent problem in many countries is the cultural and religious disagreements between social classes. You also mention that leading academics indicate that this can lead to increased terrorism activity, which is negative for the development of the economy.

Make use of the helpful phrases:

Ø What do you think of …?

Ø Well, that’s another matter.

Ø I am inclined to think …

Ø As an alternative …

Ø Let me doubt...

Ø Sorry to butt in...

Ø Let me introduce another issue...

Student B

You completely agree with student C and thank him for the useful information. Actually, he is reading your mind! Continue the discussion and suggest that you should focus on the factor of overpopulation which is a serious socio-economic issue in the Third World countries, namely Asian states such as China and India. You can’t but agree with the academics that overpopulation results in reduced opportunities for members of a family, large expenses for the states and hardship in the access to education. Furthermore, overpopulated territories suffer from extreme poverty and lack of resources available to people.

Make use of the helpful phrases:

Ø If you ask me …

Ø I mean to say …

Ø I dare say …

Ø I want to make it clear that …

Student A

Politely, you interrupt Student B to say that this could be described by a publication from the Population Reference Bureau, which focuses on the problems that India tackles in relation to overpopulation. You also volunteer your own conclusions about the unemployment factor. You have recently read an article in the Times newspaper. In his report on South Africa, economist Gary S. Fields from the U.S. University of Cornell indicates that unemployment is a major economic and social issue. It cases serious economic decline as the standard of living in countries goes down. Unemployment causes social inequality since members of the public suffer from a decreased earning capacity and minimal economic activity.

Make use of the helpful phrases:

Ø It’s beyond doubt that...

Ø And we can hardly ignore it.

Ø This is the way I look at it.

Ø In conclusion I'd like to say that …

Ø I dare say,...

Student C

You would like to complete the list of factors and suggest discussing corruption which is one of the most topical issues nowadays. Corruption is among the most serious issues that bar countries from proper economic development. In countries with high rates of corruption, the decision-making processes are subordinated to the needs of powerful business organizations and do not serve the public wellbeing. This results in strong separation of classes, inflicts poverty and favors erosion of political values.

Make use of the helpful phrases:

Ø I feel certain that...

Ø My personal opinion is that...

Ø Frankly speaking …

Ø It’s only natural that...

Ø And we can hardly ignore it.

Ø This is the way I look at it.

Ø In conclusion I'd like to say that …

Student A

You thank your fellow students for the discussion. You appreciate their knowledge of the essentials which are so important to understand because they lay the basis for professionalism.

Make use of the helpful phrases:

Ø One of the things is …

Ø You will realize of course …

Ø In my opinion …

Ø In conclusion I would like to say ….

 

 

GRAMMAR BACK UP

PRACTICE WITH FUTURE:

WILL, GOING TO AND THE PRESENT CONTINUOUS
FOR THE FUTURE

Look up an English grammar reference book and find the answers to the following questions when checking ways of expressing the future.

1. When do we use will to talk about the future in English?

a. We use shall / will + infinitive when we are simply giving information about the future, or predicting future events which are not already decided.

As society grows and becomes more complex, its social structure will become more developed.

When we predict the future, we often use will with the following verbs and expressions: think, expect, believe, be sure, be afraid.

I think it will help you to understand what social stratification is.

b. We also use will when we decide to do something at the moment of speaking.

I’m tired, I think I ’ ll go to bed early tonight.

c. You can use won’t to say that somebody refuses to do something:

Peter tried to give John advice, but he won’t listen.

 

2. What is the difference between will and to be going to when used in predictions about the future?

a. We use to be going to to emphasise the idea of intention, of a decision that has already been made.

I am going to explain how different forms of social stratification work in modern society.

b. We use to be going to to make predictions based on present evidence.

Oh, no! Look at those cars! They are going to crash!

c. We use to be going to when we have already decided to do something.

- I’ve heard you are rescheduling the production line.

- That’s right, I am going to meet an urgent order.

3. When do we use the present continuous and to be going to to express future in English?

a. When we talk about things, we have already arranged to do, or planned to do in the future, we can use the present continuous or going to.

I can’t come to you tomorrow, I am delivering a lecture on social and structural mobility in Britain.

Mr. Smith is having(going to have) a talk with Mr. Jason about the basics of Socioeconomics.

b. When we make predictions about the future we can use going to (or will), but not the present continuous.

We have failed to meet the delivery date! It ’ s going to cost us a lot of money!

Exercise 1