increasing spread of English in the world as a worrying development (which lowers the status of local and regional languages as well as potentially undermining or eroding cultural values) are likely to be more receptive to Phillipson's views. Alastair Pennycook, Suresh Canagarajah, Adrian Holliday and Julian Edge fall into this group and are described as critical applied linguists. However, Henry Widdowson’s remarks on critical discourse analysis may also be applied to the critical applied linguists: In Ireland, the issue of de-anglicising the influence of English has been a topic of debate in the country even before independence. An argument for de-anglicisation was delivered before the Irish National Literary Society in Dublin, 25 November 1892; "When we speak of 'The Necessity for De-Anglicising the Irish Nation', we mean it, not as a protest against imitating what is best in the English people, for that would be absurd, but rather to show the folly of neglecting what is Irish, and hastening to adopt, pell-mell, and indiscriminately, everything that is English, simply because it is English." According to Ghil'ad Zuckermann, "Native tongue title and language rights should be promoted. The government ought to define Aboriginal and Torres Strait Islander vernaculars as official languages of Australia. We must change the linguistic landscape of Whyalla and elsewhere. Signs should be in both English and the local indigenous language. We ought to acknowledge intellectual property of indigenous knowledge including language, music and dance." Appropriation Some who reject the idea of linguistic imperialism argue that the global spread of English is better understood in the framework of appropriation—that English is used around the world for local purposes. In addition to the example of Nigeria, other examples have been given: Demonstrators in non-English-speaking countries often use signs in English to convey their demands to TV audiences around the world. In some cases, demonstrators may not understand what their signs say. Bobda shows how Cameroon has moved away from a mono-cultural, Anglo-centered way of teaching English and has gradually accommodated teaching materials to a Cameroonian context. Non-Western topics are treated, such as rule by emirs, traditional medicine, and polygamy. Bobda argues for bi-cultural, Cameroonian and Anglo-American education. Kramsch and Sullivan describe how Western methodology and textbooks have been appropriated to suit local Vietnamese culture. The Pakistani textbook Primary Stage English includes lessons such as "Pakistan, My Country", "Our Flag," and "Our Great Leader", which might sound jingoistic to western