English has become an instrument to communicate across an ever-shrinking and globalizing world and knowledge of English is meant to provide individuals with additional educational opportunities and social mobility, the caveat being eclipsing the local.
That is why while no one can deny the unprecedented rise of English worldwide and its use as a world lingua franca, there lies a potential danger of subjecting “periphery” norms, both linguistic and cultural, to the hegemony of the “Center” mold.
In the same vein, by observing that English plays a key educational strategy in most countries, Graddol (2006) expressed his ambivalence about the global spread of English alerting global users to its “scope for great success but also for great disaster” (p. 120).
Global English may mean the end of ‘English as a Foreign Language” which implies “an inbuilt ideological positioning of the student as outsider and failure” (p. 83). Retaining a national identity in terms of accent, for instance, would mitigate the “global” zeal and reclaim the presumably stigmatized local.