The attitude of the British towards the native populations in the Empire was marked by a sense of superiority in their role as imperial masters. The poem below captures this attitude wonderfully. It was written by Rudyard Kipling, who was sometimes referred to as the “prophet of British imperialism”. He was very popular in his time, even winning a Nobel prize. Today many find his work embarrassing and racist. The poem below is a famous defence of imperialism.

burden byrde forth fram ye = you (pl) breed avle, oppdra/oppsede exile [ˈeksaɪl] eksil, utlendighet/eksil, det å bu i utlandet captive fange wait on oppvarte, tjene/tene harness seletøy fluttered udisiplinert, i uorden sullen treg, mutt patience tålmodighet/tolmod abide holde ut/halde ut veil [veɪl] tilsløre, gjemme/ gøyme check stoppe gain her: nytte savage vill famine hungersnød bid påby sloth dovenskap, sløvhet/ sløvskap heathen [ˈhi:ðən] hedensk/ heidensk folly dumhet, galskap/ dumskap, galskap nought = nothing tawdry billig, juglete/billeg, juglete serf livegen, slave/liveigen, slave sweeper en som feier/ein som feiar tale historie port havn/hamn tread trå på

34

T

he White Man’s Burden

by Rudyard Kipling

Take up the White Man’s burden – Send forth the best ye breed – Go bind your sons to exile To serve your captives’ need; To wait in heavy harness On fluttered folk and wild – Your new-caught, sullen peoples, Half devil and half child.

Take up the White Man’s burden – The savage wars of peace – Fill full the mouth of Famine And bid the sickness cease; And when your goal is nearest The end for others sought, Watch Sloth and heathen Folly Bring all your hope to nought.

Take up the White Man’s burden – In patience to abide, To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain. To seek another’s profit, And work another’s gain.

Take up the White Man’s burden – No tawdry rule of kings, But toil of serf and sweeper – The tale of common things. The ports ye shall not enter, The roads ye shall not tread, Go make them with your living, And mark them with your dead!

A WORLD LANGUAGE

001-219_AccessToIntl.indd 34

25-02-07 13:06:10

Take up the White Man’s burden – And reap his old reward: The blame of those ye better, The hate of those ye guard – The cry of hosts ye humour (Ah, slowly!) toward the light: – ”Why brought ye us from bondage, Our loved Egyptian night?” Take up the White Man’s burden – Ye dare not stoop to less – Nor call too loud on Freedom To cloak your weariness; By all ye cry or whisper, By all ye leave or do, The silent, sullen peoples Shall weigh your Gods and you.

Take up the White Man’s burden – Have done with childish days – The lightly proffered laurel, The easy, ungrudged praise. Comes now, to search your manhood Through all the thankless years, Cold-edged with dear-bought wisdom, The judgement of your peers!

reap høste/hauste reward belønning/lønn host vert humour gjøre til lags/gjere til lags bondage [ˈbɒndɪdʒ] trelldom/ treldom stoop bøye seg cloak tildekke/dekkje til have done with være ferdig med/vere ferdig med proffer tilby, rekke fram/tilby, rekkje fram laurel laurbær ungrudged vel unt cold-edged med kald egg peer likemann

Rajesy (1860-1926): “Colonial Life in Madagascar”, 1904

A WORLD LANGUAGE

001-219_AccessToIntl.indd 35

35

25-02-07 13:06:10

1 UNDERSTANDING THE POEM a)

According to Kipling what was the “White Man’s Burden”?

b)

What reward did Kipling suggest the “White Man” would receive for carrying his “burden”?

c)

What attitude to the natives does Kipling reveal in the first stanza?

d)

In the third stanza Kipling suggests benefits of the white man’s rule for the natives. What are these positive things he suggests the white man can do? Why does this fail, according to Kipling? What does this say about the imperialists’ attitude to other people in the world?

e)

Leaving home to serve in a foreign country might not be high on a young man’s list of things to do. Kipling appeals to a particular male emotion in the last stanza to encourage him to pick up the white man’s burden. What does he appeal to? What is your opinion of this?

task of developing the Philippines, recently won in the Spanish-American War. What is so provocative about this poem today? If you were a citizen of a colonized territory, how would you respond to Kipling? c)

Relate the poem to the soap advertisement below and discuss what they say about the attitude the Western world had when it came to less developed areas. Do these attitudes still prevail?

2 TALK ABOUT IT

36

a)

What is the effect of the repetition of the first line of each stanza?

b)

This poem was written in 1899 as an appeal to the United States to assume the

A WORLD LANGUAGE

001-219_AccessToIntl.indd 36

25-02-07 13:06:19

3 IMPROVE YOUR LANGUAGE

4 RESEARCH

Norwegian students, as you can see from the brief text below, do not like the English apostrophe. Fix the text below by putting the apostrophe in the places where it belongs.

Search the net using the title “Brown Man’s Burden”. Pick one of the sites you find. It may be an editorial, an article, information or even a poem/parody. Prepare a group presentation in class on the response to Kipling’s poem.

I picked up my books and walked towards the door. I was tired of Joannes attitude about political issues. She thought I should “chill out”. Her idea, well her best ideas focus, was on the next dance programmes starting time on television. I told her that opinions about things were important, our generations hope for and contribution to the future. And whats yours, she asked. My what, I asked. Your focus, she said. Its on the worlds chances to survive, I said. The future is ours, we have to think of our childrens future. At first I thought she was going to be angry with me, you know for my not saying that my main focus was her, but I corrected my lifes mistake by saying the magic word “children” with the magic pronoun “our”. Then she looked at me, her eyes all weepy and said, “I care about our childrens future too. The politicians talk is all nonsense, but really I do care.”

A WORLD LANGUAGE

001-219_AccessToIntl.indd 37

37

25-02-07 13:06:20

38

A WORLD LANGUAGE

001-219_AccessToIntl.indd 38

25-02-07 13:06:20

The attitude of the native populations under the power of the British Empire was often marked by feelings of rage and bitterness. This is

John Minton (1917-57): “A Street Corner in Jamaica”, 1951

reflected in the poem below. Born in British Guiana (now Guyana), John Agard is a playwright, poet, short-story and children’s writer. In 1977 he moved to England, where he lecturers at schools throughout the UK to promote Caribbean culture. He is the co-editor of A

Caribbean Dozen (1994) and From Mouth to Mouth (2004) with his partner, the poet Grace Nichols (see “Wherever I Hang”, p. 103).

P

an Recipe

by John Agard

First rape a people simmer for centuries

cut bamboo and cure whip well like hell

bring memories to boil foil voice of drum

stir sound from dustbin pound handful biscuit tin

add pinch of pain to rain of rage

cover down in shanty town and leave mixture alone

stifle drum again then mix strains of blood

when ready will explode

over slow fire watch fever grow till energy burst with rhythm thirst

pan gryte recipe oppskrift simmer småkoke foil hindre stifle kvele strain art, rase, type cure salte ned og tørke

A WORLD LANGUAGE

001-219_AccessToIntl.indd 39

39

25-02-07 13:06:35

1 UNDERSTANDING THE POEM Choose the statements below that best describe what the poem is about and explain why you think so. a) The poem is a recipe for Caribbean food b) The poem is a metaphor for the anger of

the Caribbean people The poem is a warning of the growing discontent of oppressed people d) The poem expresses a love of food e) This is a poem of anger and rage f) This is a poem about calypso steel-pan music g) This poem is about racial tensions h) This poem suggests third-world anger i) This is an anti-globalization poem c)

2 TALK ABOUT IT a) The poem uses four verbs and one noun

that express anger. Find them in the poem. Is there a progression of intensity with these words? What is the effect of this?

c) A metaphor is a way of

making something stand out by identifying it with another thing; the poet says that A is B (e. g. my love is a rose). The purpose of the metaphor is to make something stand out, or to get a point across in a more emphatic and effective way. The whole poem the “pan recipe”, is a metaphor. Discuss the effect of this metaphor. Is this an effective way of expressing the dissatisfaction of a group of people?

3 IMPROVE YOUR LANGUAGE The imperative form of the verb gives instructions or commands. We make the imperative using the base form of the verb, like the infinitive. For example: watch play talk put

Watch the pan! Play quietly! Talk to me! Put three eggs in a bowl!

a) Find the imperative verbs in this poem. b) While the poet gives the sense of

rage, he also gives examples in the first five stanzas of why this rage has developed. Find these examples and discuss what you think he means by each. For example: The first reason is the rape of a people.

40

b) What is the effect of

using the imperative

form in this poem?

A WORLD LANGUAGE

001-219_AccessToIntl.indd 40

25-02-07 13:06:37

4 WRITING

5 RESEARCH

Write a text where you give your personal response to this poem. What could you mix into the recipe to stop everything from exploding?

Look up this poet or his partner, Grace Nichols, on the net and choose another poem you would like to present in class or in a smaller group.

Kaaria Muchera (contemporary artist): “Be Free Three”

A WORLD LANGUAGE

001-219_AccessToIntl.indd 41

41

25-02-07 13:10:21

There is almost no nook or cranny of the world where you cannot find International English these days – as the following article makes clear.

For Mongolians, E is for English, F is for Future

By James Brook, New York Times, February 15, 2005 Ten year old Urantsetseg doesn’t look like the representative of an important government policy. She’s just a little girl trying to find words to describe the picture on her T-shirt, a picture of three fish with big teeth swimming after a frightened looking smaller fish. “Father shark, mother shark, sister shark.” She stops, frowning, looking at the little frightened fish. Then she cries out “LUNCH!” Even out in this Mongolian village with dirt roads and wooden huts, the sounds of English can be heard from the youngest students. This is part of a nationwide campaign to make English the most important foreign language of this country, found deep in the middle of Asia, surrounded by Russia and China.

policy politikk frown rynke pannen/rynke panna herder gjeter/gjetar encourage oppmuntre, drive fram elect velge/velje prompt hurtig, raskt bilingual [baɪˈlɪŋgwəl] tospråklig/tospråkleg curriculum [kəˈrɪkjʊləm] pensum

42

“We are looking at Singapore as a model,” said Mongolia’s Prime Minister, Tsakhia Elbegdorj, in clear American English learned at Harvard graduate school. “We see English not only as a way of communication, but as a way of opening windows on the world.” Mongolia’s camel herders may not be calling each other “dude” yet, but Mongolia is an example of the steady march of English as a world language. Just as it has in many European countries, English is taking hold in Asia, encouraged by the influence of American culture through the internet and globalization. The rush to learn English in Mongolia has had its problems. After being elected in June 2004, Prime Minister Elbegdorj shocked Mongolians by promptly declaring that the nation would become bilingual, with English as the second language. That was too much, too fast for this nation of 2.8 million. Later the Prime Minister lowered his sights and developed a national curriculum in which English would begin to replace Russian as the most important foreign language taught here.

A WORLD LANGUAGE

001-219_AccessToIntl.indd 42

25-02-07 13:10:39

The government is merely catching up with private businesses. “This building is three times the size of our old building,” says Dollnjin Orgilmaa, director of Santis Educational Services, as she shows us around her three-story English school. Started in 1999 as the first private English school, it now faces competition on all sides. At Mongolian International University, all classes are now held in English. In the capital, Ulan Bator, electronic communication is also spreading the influence of English. There are bilingual Mongolian websites and bilingual SMS messages on mobile phones. Cable television offers English news and movie channels. And there are radio stations broadcasting the Voice of America and the BBC. There are also two English-language newspapers and a growing number of bilingual store signs and restaurant menus. English is so popular that Mormon missionaries here offer free lessons to attract potential converts!

Growing tourism explains some of these developments. At the start of 2004, the number of foreign tourists increased by 54%, including some nine thousand Americans – double the number of the year before. Only the number of Russians declined, reflecting the weakening position of Russia and the Russian language in the country. “Russian is going downhill very fast”, says Tom Dyer, an Australian teacher. Within a decade Mongolia is expected to switch from the Cyrillic alphabet used in Russian to the Roman alphabet used in English. This is seen by some as yet another step away from the past, confirming Mongolia’s independence and identity.

broadcast kringkaste convert en som har konvertert til en annen religion/ein som har konvertert til ein annan religion confirm bekrefte/stadfeste, bekrefte

A WORLD LANGUAGE

001-219_AccessToIntl.indd 43

43

25-02-07 13:10:39

Expanding English In South Korea, six private “English villages” are being established for students who pay to be taught by native English speakers from all over the world. The biggest one, costing over $85 million is near the capital, Seoul. It will have Western buildings, signs and a population of resident English speakers.

retrain omskolere

Mongolia’s other great neighbor, China, has adopted a wait-and-see policy towards Mongolia’s sudden passion for English. It can afford to. Chinese-language studies are also booming. Mongolians have a long history of learning many languages, a history that goes all the way back to the old Silk Road that passed through its territory. But for many of Mongolia’s young people today, it is English that is viewed as hip and universal. “Chinese is boring,” says one of Urantsetseg’s ten-year-old classmates as she talks with her interactive English computer program. Amarsanaa Bazargarid, a 20-year-old student at Mongolian Technical University, is optimistic. “I’d like English to be our official second language. Mongolians would be comfortable in any country.” It is about more than comfort. Munh-Orgil Tsend, Mongolia’s foreign minister, said in an interview, “If there is a shortcut to development, it is English; parents understand that, kids understand that.” After trying to retrain about half of Mongolia’s 1400 Russian-language teachers to teach English, Mongolia has now started a program to attract English teachers from outside the country. “I need 2000 English teachers,” said Puntsag Tsagaan, Mongolia’s minister of education, culture and science. He explained that he hopes to attract English teachers, not only from Britain and North America, but from India, Singapore and Malaysia as well. He sees a bright future for a bilingual Mongolia, “If we combine our academic knowledge with the English language, we can do outsourcing here, just like Bangalore (India).” (See page 182, “The Impact of Globalization”).

Movie stars Audrey Hepburn and Humphrey Bogart on the Genghis Khan hotel, Ulan Bator

44

A WORLD LANGUAGE

001-219_AccessToIntl.indd 44

25-02-07 13:10:46

1 UNDERSTANDING THE TEXT

international language? Why, or why not?

a) What picture is on Urantsetseg’s T-shirt? b) Why does Mongolia use Singapore as a

model? What did the prime minister declare when he was elected in 2004? d) What kinds of media now provide English in Ulan Bator? e) Why has the number of Russian tourists declined? f) What does China think of the growth of English in Mongolia? g) From where does Mongolia hope to attract English teachers? c)

d) “English schools” in which all classes are

held in English are popular in Asia. Do you think this would be a good way to learn English? Would you like to attend such a school in Norway? Give reasons for your answer.

3 IMPROVE YOUR LANGUAGE a) Fill in the words in their correct places

below. Note: there are more words in the list than correct places for them in the text:

2 TALK ABOUT IT a) The reporter clearly thinks that it is

surprising that pupils are learning English in Mongolia. Why? Did you find it surprising? b) “English is taking hold in Asia, encouraged

by the influence of American culture through the internet and globalization.” Can you guess some of the influences the author is talking about? Are these also active in Norway? Is Norway subject to more influences? c)

Chinese is the most widely spoken first language in the world. Do you think more Mongolians will learn Chinese or English in the future? Do you think Chinese will ever rival English as an

thousands, feeling, employers, latter, collect, classes, move, speakers, business, instructors, cater, sufficient, torn, internet, living, private, second, different, resourceful, personnel, maximize The teaching of English is becoming a big …. All over the world you can find … firms that … to the needs of the local population. The difficulty is often finding teachers with … skills to do the teaching. There are some … who prefer to use native … and others who are willing to use teachers who have English as a … language. Among some of the … are teachers from India, Singapore or the Philippines. In the future it may not be necessary to … the teachers to the pupils. The use of the … may make it possible

A WORLD LANGUAGE

001-219_AccessToIntl.indd 45

45

25-02-07 13:10:48

for … to be … of miles away from their … and yet still see and hear them. Then classes … in Vietnam may have teachers living in London.

about English as a world language. c)

b) Change the tense of

the following paragraph from present to past.

Paula gets up in the morning and brushes her teeth. Then she takes off her pajamas and puts on her clothes, being careful to tie her shoes correctly. Breakfast is waiting for her when she walks downstairs. She kisses her mother and sits down to eat. Now she gets her coat from the cupboard and picks up her school books from the living room. She is ready to take the bus to school. But she needs money for the bus first. She asks her brother if she can borrow the bus fare. “Ok,” he says, “But only if you pay it back to me tonight.” Paula agrees and leaves for the bus stop.

4 WRITING

5 RESEARCH a) Try to find out how successful the

program has been to make English into Mongolia’s second language since 2004. Use the internet (go to access.cappelen. no) to find government programs and other sources that give information about this and that reflect the use of English there. Prepare a short report to your class or make a wall poster summing up what you find. b) Contact Santis Educational Services or

another English-speaking school in Mongolia and exchange e-mails with pupils there. Find out where they come from, how old they are, what they study, what they want to use their English for, what they do for fun and so on.

a) Write a short report for the Ministry of

Education in Mongolia about the situation of English in the country and about the program that the government there has started (see Toolbox p. 371). Conclude your report with a set of recommendations for meeting the goals of the program. b) Write a letter to a pupil studying English

in Mongolia. Introduce yourself and your school. Go on to explain how English is taught at your school and the position that English holds in Norway. End up with your personal opinions

46

You are an English teacher. Write a letter to the Ministry of Education in Mongolia asking about working conditions in the schools there. Ask about what you think you would need to know before accepting a job there. For example, what will you get paid? Where will you live? Vacations? And so on.

c)

Try to find information about one of the six “English villages” in Korea mentioned under “Expanding English.” See sidebar p. 44. How big is it? What does it cost to attend? Can you find pictures of it? Make a presentation of your findings to your class.

A WORLD LANGUAGE

001-219_AccessToIntl.indd 46

25-02-07 13:10:48

When a language becomes as wide-spread as International English, strange things can begin to happen to it. The following articles spotlight a few of these.

Here, There and Everywhere

Think of the many kinds of International English as a bouquet of flowers, all stemming from a common ancestor, but each grown from its own soil and having its own special history, form and beauty. At the base are found the native English-speaking countries, including Britain and the United States, comprising about 420 million people. These are the roots of English. Above them are ranged the countries in which English is spoken as a second language, a much larger number. Finally, there is the largest group of all, spreading out above both – the many countries in which English is spoken as a foreign language. More and more countries are entering these last two groups every year. As a result, non-native English speakers now outnumber native speakers 3 to 1. This great variety has already made a lasting impression on the language. It has created new vocabulary, new views on what is correct and incorrect English, and perhaps even completely new “Englishes” (see p. 48).

The “Expanding Circle” China Egypt Indonesia Israel Japan South Korea Nepal Saudi Arabia Taiwan Russia Ukraine Mongolia Zimbabwe

1,313,973,713 78,887,007 245,452,739 6,352,117 127,463,611 48,846,823 28,287,147 27,019,731 23,036,087 142,893,540 46,710,816 2,832,224 12,236,805

The “Outer Circle” Bangladesh Ghana India Kenya Malaysia Nigeria Pakistan Philippines Singapore South Africa Sri Lanka Tanzania Zambia

147,365,352 22,409,572 1,095,351,995 34,707,817 24,385,858 131,859,731 165,803,560 89,468,677 4,492,150 44,187,637 20,222,240 37,445,392 11,502,010

The “Inner Circle” USA UK Canada Australia New Zealand

300.218.082 60,609,153 33,098,932 20,264,082 4,076,140

Vocabulary

New English words reflect local responses to different environments. Here are a few examples of new English vocabulary formed in different regions of the world: New Zealand Kiwi Pommies kindy chilly-bin

– – – –

New Zealander British persons kindergarden cooler

bouquet [bʊˈkeɪ] bukett stem stamme ancestor [ˈænsestə] stamfar soil jord comprise innebefatte/omfatte be ranged rangere kindergarden barnehage

A WORLD LANGUAGE

001-219_AccessToIntl.indd 47

47

25-02-07 13:10:48

Examples of “Englishes”: Englog – “Make kwento to me what happened…” (Tell me the story about what happened…) Hinglish – “Dad, time kya hua hai?” (Dad, what time is it right now?) Spanglish – “Hola, good morning, cómo estás?” (Hello, good morning, how are you?) “Well, y tú?” (Well, and you?) Japlish – Japlish candy wrapper: “Your health and loveliness is our best wish. Give us a chance to realize it.”

sheilas cobbers

– –

girls friends

India batch-mate head-bath goonda sit on someone’s neck stand on someone’s head

– – – –

classmate or fellow student washing one’s hair a bad person, criminal to watch carefully

–

to supervise carefully

Singapore airflown tuition teacher killer litter

– – –

zap kiasu

– –

transported by airplane private tutor trash thrown from tall apartment building to photocopy must-win attitude

Standards

Just as vocabulary can change from area to area within the world of International English, so can grammar and pronunciation. For example, the expression “She look very sad” may be wrong to native speakers, who would insist on “She looks very sad.” But it sounds just fine to millions of people in Asia. Are they wrong? Non-native English speakers are now a majority. Who decides what is right? Some experts believe that the rules must make way for the users. For example, many non-native speakers (including Norwegians) have trouble with the English sound “th” (ð/θ), as in “the” and “thing”. Why should non-native speakers spend hours practising to not say “de” or “ting”? Does “correct” pronunciation really matter when, for example, a Norwegian speaks with a Japanese? After all, international pilots have been allowed to say “tree” for “three” for decades to avoid confusion on the radio. Why not avoid confusion on the ground, too?

“Englishes”

According to some observers things have gone so far that entirely new “Englishes” have been created. Among these are Englog (English and Tagalog) in the Philippines, Hinglish (Hindi and English) in India,

48

A WORLD LANGUAGE

001-219_AccessToIntl.indd 48

25-02-07 13:10:48

Spanglish (Spanish and English) along the US-Mexican border and Japlish (Japanese and English) in Japan. The future

Professor David Crystal, one of the world’s leading experts on language, no longer believes that one form of English ought to be able to tell another what is right. He believes that in the future people will have three forms of English; one they speak locally as their dialect, a national variety for education and business, and then a standard International English for communicating with foreigners. All this will come, of course, in addition to the mother tongue of most of these English speakers who (like you) will be non-native. Make way for the multi-lingual speakers! International English has only just begun to grow. The best is yet to come.

multilingual flerspråklig/ fleirspråkleg

A WORLD LANGUAGE

001-219_AccessToIntl.indd 49

49

25-02-07 13:10:49

1 UNDERSTANDING THE TEXT

2 TALK ABOUT IT

Tick off the correct answer among the sentences below.

a)

Should grammar rules be decided by a majority or should there be standards that everyone follows? Write a list of pros and cons on this issue and then discuss with your classmates.

b)

David Crystal believes that all nonnative speakers will one day have a local dialect of English. Do you think that Norway has such an English dialect; that is, a characteristic way of speaking English? Do you think Norway will develop one in the future? What characteristics might it have?

c)

If you could change one rule in English grammar or phonetics, what would it be? Why that rule? Compare your choice with others in your class.

There are more native speakers than non-native speakers of English There are fewer native speakers than non-native speakers of English There are fewer non-native speakers than native speakers of English New words are made by committees New words are made by speakers New words are made by dictionaries Kindy means chocolate egg Kindy means small child Kindy means kindergarden Cobbers are shoe makers Cobbers are mates Cobbers are police

3 IMPROVE YOUR LANGUAGE Englog is from Indonesia Englog is from Equador Englog is from the Philippines

Try to re-write the following lines using standard rules of English grammar and spelling: Yesterday I is going to the mall. Is bying me wife a new handclock for the birthing date. Her no like de ting. Trow it inna de garbage an change de locks on the flat. Me much sad. Her much sad. Maybe me by she flowers and kissy-kissy?

50

A WORLD LANGUAGE

001-219_AccessToIntl.indd 50

25-02-07 13:10:59

4 WRITING

5 RESEARCH

a) Write ten sentences using some of

a)

the new words listed under Vocabulary on pp. 47-48. For example:

I hid some cans of beer in the chilly-bin, but my mother was sitting on my neck so I couldn’t take one out.

Go to access.cappelen.no. See if you can find other new “Englishes” on the net. Where do they come from? What are they a mixture of? How large are the populations that use them? Then make a short report to your class entitled: “Englishes” of the World

b) Write an essay in which you argue either

b) Some people would say that “gangsta rap”

for or against relaxing the rules of English grammar to include other “Englishes” (see Toolbox p. 369).

music from the black communities of the United States, has created its own form of English. See if you can find the lyrics of some gangsta rap songs and then compare them to standard English taught in school. How do they differ? Can you rewrite them in standard English? Make a presentation of your findings in class. c)

There are many websites dedicated to “Japlish” and the special way in which English is employed in Japan. Visit some of these sites and make a collection of some of the more interesting Japlish expressions. Put your collection on a poster for your class.

A WORLD LANGUAGE

001-219_AccessToIntl.indd 51

51

25-02-07 13:10:59