result, Europeans were less invested in their exploitation colonies, and few colonists planned to build homes in these colonies. As a result, indigenous languages were able to survive to a greater extent in these colonies compared to settler colonies. In exploitation colonies, colonial languages were often only taught to a small local elite. During the period of British rule in India, for example, Lord Macaulay highlighted the need for "...a class who may be interpreters between us and the millions who govern... a class of persons, Indian in blood and color, but English in taste, in my opinion, in morals and in intellect" in his now-famous "Macaulay minutes", which were written in support of the English Education Act of 1835. The linguistic differences between the local elite and other locals exacerbated class stratification, and also increased inequality in access to education, industry and civic society in postcolonial states. English In Linguistic Imperialism, Robert Henry Phillipson defines English linguistic imperialism as "the dominance of English... asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages." English is often called a worldwide "lingua franca", but Phillipson argues that when its dominance leads to a linguicide, it can be more aptly titled a "lingua frankensteinia" by his view. Phillipson's theory supports the historic spread of English as an international language and that language's continued dominance, particularly in postcolonial settings such as Wales, Scotland, Ireland, India, Pakistan, Uganda, Zimbabwe, etc., but also increasingly in "neo-colonial" settings such as continental Europe. His theory draws mainly on Johan Galtung's imperialism theory, Antonio Gramsci's theory, and in particular on his notion of cultural hegemony. A central theme of Phillipson's theory is the complex hegemonic processes which, he asserts, continue to sustain the pre-eminence of English in the world today. His book analyzes the British Council's use of rhetoric to promote English, and discusses key tenets of English applied linguistics and English-language-teaching methodology. These tenets hold that: English is best taught monolingually ("the monolingual fallacy"); the ideal teacher is a native speaker ("the native-speaker fallacy"); the earlier English is taught, the better the results ("the early-start fallacy"); the more English is taught, the better the results ("the maximum-exposure fallacy"); if other languages are used much, standards of English will drop ("the subtractive fallacy"). According to Phillipson, those who promote English—organizations such as the British Council, the IMF and the