"Worldwide education": a study of English in International Schools

Abstract

This paper addresses methodological issues that emerge in the study of English as an international language, and argues for a more in-depth analysis of the specific socio-economic factors involved in the process of what is often simplistically regarded as linguistic globalization. The last decades have witnessed fierce debates over the legitimacy of cultural and capitalist imperialism, with one of the main issues concerning the endangerment of local cultures and linguistic identities. Nonetheless, proponents of this approach fail to offer a convincing analysis of key terms such as culture and linguistic identity. This is not to deny the role of (i) historical factors which have led to the recent predominant position of English as an international language, and (ii) the political issues within the linguistic debates surrounding it. Quite the contrary, their repercussions are of primary importance when it comes to locating the diverse linguistic ecologies (Mufwene 2004) in their respective temporal, geographical, economical and social contexts. Altogether, this paper will focus on various components influencing the dynamics of languages in contact. It argues that diglossia (i.e.: languages in competition) is not necessarily prevailing over multilingualism and one does not abandon his identity when learning a new language. In the global context and despite regional proximity, all speakers eventually make linguistic choices according to their specific situation. This paper focuses on exploring the question of representation and language choice, drawing on a study of individuals in international schools where English is in interaction with other languages.