Investigating Language Policy and Its Influence on U.S. Immigration Restriction and Citizenship Test

The current study provides a snapshot of the policy concerning the liaison between citizenship, language and testing in United States. Our bold assertion is that these concepts demand to be fathomed out within a wider sociopolitical discourse. However, the application of tests to funnel the ingress of out-groups and the recommencement of their business interest or work-based learning studies has been more commingled. Although specialized tests have beendevised and are tenable in particular milieux, as an illustration, in certifying the quality of medical tourism, ideologically, in other conditions language tests have been carried out to preclude or to solidify in the public valuemindset which newcomers are obliged obliquely to pledge their allegiance and patriotism to the country. Notably, the late alteration from an informal appraisal of rudimentary communication in English as part of the issuing permanent residence permits or the conferring of citizenship to a very formal knowledge of society test necessitating sophisticated English language literacy has caused a long-running dispute, introducing as it does a literacy stipulation that has disturbing parallel in other territories and other cultures. Clearly, in order to remain and work legitimately in the United States, immigrants do not compulsorily need to speak English, and indeed, to date the United States has not declared English to be its federally mandated official language. However, English Language is an implicit coercive demand for active civic engagement. Accordingly, this western-centric ideology of ethnic, linguistic and cultural bigotry has led to the current situation in which speaking English, deemed to be a privileged and superior ability, allows for the possibility of bias to emerge towards particular immigrant populations