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The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson’s text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed.

The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson's text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed. [ABSTRACT FROM AUTHOR]

As Phillipson warned, “[l]inguistic imperialism [is] alive and kicking” and has become even more subtle in an era when English has become the global lingua franca. With this, this conceptual paper aims to propose features of linguistic neo-imperialism by describing how English has continuously spread and retained its power in various domains particularly in periphery countries, whether ex-colonies or non-colonies. Broadly, we highlight these features from the aspects of communication, business, academia, and education. The features of English linguistic neo-imperialism are interrelated and interactive in these fields, reinforcing the current dominant position of English. We then proceed with drawing implications for the local languages, particularly in their preservation and use alongside English and other dominant lingua francas. [ABSTRACT FROM AUTHOR]

Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.

This paper attempts to identify the attitudes of undergraduate university students in Egypt towards the emergence of English as a global language and as an international language in scientific domains. A total of 54 Engineering and Business students from an English-medium university participated in the study during the academic year 2018-2019. In order to answer the research questions, the study employed two main tools: questionnaires and interviews. SPSS package was used to statistically analyze quantitative data while qualitative data obtained from students' responses in interviews was investigated using content analysis. Results show that most students hold positive attitudes towards English and view it as a unifying tool that facilitates communication across the world. The paper concludes with a call for the application of critical pedagogy (CP) in the practice of ESP and EAP in order to address questions of linguistic and cultural identity. The researcher hopes to encourage curriculum developers and educators to raise students’ awareness towards the complex ideological and social choices they face in learning and using English.

This article is about foreign languages hegemony in Tunisia. It describes the linguistic situation at the macro and micro levels, the Tunisian and the international linguistic communities, the status of English and French languages throughout the world, and their effects on the Tunisian educational policy. The prevalence of French in Tunisia as the language of science and technology between 1956 and 1987, the way the value of English is promoted in the Tunisian educational system between 1987 and 2011 though Tunisia is a French colonized country, and the tendency to linguistic isolationism since 2011, prove the intrinsic link between language and politics. Political changes at international and local levels shape the local linguistic communities.

The author of the paper studied the experience and attitudes of 30 scholars working at a faculty in Serbia. The results of the questionnaire comply with the findings of much larger linguistic and sociolinguistic studies conducted on the subject in other non-English academic communities. Namely, to achieve personal academic goals and receive international recognition, all respondents are obliged to publish their papers in English. The choice of the publishing language is simple and does not depend on respondent's age, gender, degree of education, scientific field, knowledge of other foreign languages, and English competence. The choice of publishing language is obvious and comes down to English as a lingua franca (ELF) because 93% of scholars questioned consider English the most significant language for their scientific career and research field. Although they all publish their papers in ELF, most of these non-native speakers of English face both linguistic and non-linguistic issues in terms of lack of material resources, access to the latest research and technical problems. However, the bright side of the questionnaire is the finding that as much as 77% of respondents teaching at one faculty in Serbia publish their articles in the national journals in their native language. Thus, it is conclusive that ELF does not represent a threat to the Serbian language which still remains an important channel of publishing. Certainly, it is necessary to conduct a more extensive study on attitudes of a larger number of Serbian scholars regarding publishing in their native language and English, but this sample confirms that ELF is not necessarily a threat to local languages provided that it is regarded as a means of communication between scientists who do not speak the same native language.

The global spread of English and its role as a lingua franca has created a great demand for learning English worldwide. Up to the present time, this demand has been mostly met by major international publishers of English-speaking countries such as the United States and Britain. However, the promotion of Anglo-American cultural content and ideology through international coursebooks has long been criticized in the EFL settings in which they are used. The current study investigated the cultural appropriacy of these coursebooks for the Iranian context. The main instruments were four researcher-made questionnaires. The questionnaires were first piloted and then administered among 197 teachers and 186 students who were selected based on availability and willingness to cooperate. Next, a one-sample t-test was run on the data and the results showed that the coursebooks spread the hegemony of English. Also, it was found that the coursebooks promote a concept of gender equality which is in contrast with the Iranian concept that assumes equal rights for both sexes in primary rights and not in secondary rights. The findings also suggest that the international teaching materials do not promote nonIslamic western values. Suggestions for developing localized language teaching materials have been put forward.

This article discusses high school reform, in particular its impacts on the Brazilian Sign Language (Libras). It analyzes the negative impacts that the reform provokeson the recognition, value, diffusion and teaching of Libras in basic education, inasmuch asit institutes only the English language teaching as a compulsory subject in high school in Brazil. According to Philipson (1992), linguistic imperialism, in particular of the English language, stands as a strategy of imposition on other languages and cultures, which risk seeing their language and culture erased by strategies of linguistic imperialism. It also discusses high school reform as a negative and exclusionary linguistic policy towards minority languages and Libras,the national language of the deaf people. In this sense, there is an urgent need to discuss the danger of high school reform in homogenizing and devaluing sign languages and other minority languages in Brazil, as a negative and exclusionary linguistic policy.

The genesis and consolidation of criticality in applied linguistics have contributed to the reconceptualization of its defining aims and scope. This shift toward critical applied linguistics has created spaces for revising language instruction, language assessment, and teacher education. Nonetheless, despite the nexus between applied linguistics and applied pragmatics, the development of critical applied linguistics and other critical trends informed by decoloniality, linguistic imperialism, native speakerism, and heteronormativity has not prompted a critical movement in applied pragmatics. Against this backdrop, this conceptual article seeks to delve into the relevant critical trends to introduce critical applied pragmatics as an emerging field of inquiry and the 10 principles that underpin its epistemic formation and functioning. In view of these principles, implications for critical pragmatics pedagogy and teacher education are proposed. The article ends with conclusions about the transdisciplinary nature of critical applied pragmatics, which falls beyond the scope of traditional/normative applied pragmatics in theorizing and researching, and suggests directions for future research on pragmatics instruction, assessment, materials development, and teacher education. [ABSTRACT FROM AUTHOR]

Increased global mobility, online and offline, can foreground more nuanced interpretations of Global English and its cultural cycles. Adopting a Cosmopolitan Perspective and utilising semi-structured interviews, this study investigated seven Korean English users’ views on English’s global utility and cultural affiliations. Overall, English was highly regarded for its ability to offer global connectivity, opportunity, and access to knowledge. However, while framed as a global asset, it was described merely as a tool among many when engaging with the world. Widespread internet usage leading to increased visibility of many other languages was an implicating factor for English being described as “not the only way”. English’s Western affiliations were affirmed while it was also expressed that English is a vehicle for many global voices encapsulating an ever-evolving international culture. Within the scope of increased global interconnectedness, such perspectives demonstrate that these polarities are not mutually exclusive and are insights not necessarily encumbered by imperialistic undertones. The findings suggest that heightened global mobility is leading to enhanced global sensitivities which can eventuate more critical dispositions towards English usage. This can lead to renewed insights into the characterisation of Global English within ELT practice.

Copyright of Anaquel de Estudios Árabes is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose - Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a foreign language have relied on commercially published content in the past, the advent of ubiquitous technology has afforded them the ability to create content that is contextualised and to share it with other educators across the globe. The purpose of this study is to investigate cultural determinants which affect the pedagogical decisions of teachers when designing content. Design/methodology/approach - This case study, conducted at a higher educational institution in the Gulf, addresses the issues that arise when cultures or ideologies of educators as material developers are different to that of the target audience. Three semi-structured interviews with teachers were conducted in an effort to understand cultural determinants that influence decision-making about pedagogy when creating inhouse content to motivate undergraduate students on an English language program in the United Arab Emirates. Findings - The results of this study indicated that the participants maintained mainly essentialist perspectives of local cultures and sub-cultures and their thinking in content creation was not all that different to that of commercial publishers. Practical implications - This study holds implications for awareness-raising and pedagogical training for educators involved in in-house content development. Originality/value - This case study addresses an area that has been under-researched in the Gulf region. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, I attempt to trace the evolution of LAEL over the 50 years of its history, intertwining the narrative with my own personal trajectory since my arrival in Brazil in 1976. The narrative makes no claim to being a step by step account of the different facets of the Programme’s history. Rather, the focus is on how its developments through the years mirror the fortunes of the very area of academic pursuit we call Applied Linguistics.

Knowledge of English as a means of communication among nations of the world is regarded as a must have asset by everyone in today’s world. However, many scholars and writers advocate the imperialist view arguing that the globalization of English results in an increasing intrusion of English into the lives of people exerting dominance, power, culture, ideology and language of English speaking countries over the periphery countries. Taking up an anti-imperialist stance, the author of this literature critically examines studies completed on EFL students’ attitudes towards learning English language to date and determines how popular English is in Iran in comparison to other foreign languages. After having discovered the popularity of English in Iran, the author argues against the strict anti-intrusion policies of Iranian government which has so far led to proposed bans or tight restrictions on ELT in Iran. The objective is to call on political extremists to moderate their stance on their anti-intrusion policies. The author collected findings from dozens of studies published in post-revolutionary Iran between 1977 and 2019 and concluded that the participants found English learning beneficial and mostly favoured. Findings highlight highly positive attitudes towards learning English that do not fit the linguistic imperialism paradigm. The paper, therefore, argues against linguistic imperialism, its credibility and the many disadvantages that have been linked to it by highlighting a massive influx of respondents' high inclination towards learning English that show a dramatic increase over time and positive expressions on the positive effects of English on the country's social, economic, and scientific growth. Eventually, the paper prescribes negotiation rather than prohibition. Negotiation and respect are beneficial for both sides, for people and government. The views and opinions expressed in this article promise clear implications for government officials, educators, parents, EFL teachers and policy-makers.

The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

I am grateful to Anna Kristina Hultgren for launching a debate on these important issues, and giving me an opportunity to contribute. Hultgren's argument suffers, in my view, from a failure to define global English stringently or even to specify what specific characteristics of the use of the language she is most concerned about. Her essay raises many important issues, but each is in brief summary form. It strikes me as academic discourse that remains detached from the existential challenges that most work in language education and language policy engages in. What Hultgren refers to as applied linguistics (which is inexplicably capitalised, unlike other disciplines that the text refers to) is not rigorously specified. Nor is social justice exemplified or defined. Some of her argumentation consists, in my view, of dubious over-generalisations--which I will exemplify--embedded within pretty robust denunciations of applied linguists who are caricatured as out to 'save' and 'salvage' the world, no less!. [ABSTRACT FROM AUTHOR]

A summary of the book Linguistic Imperialism, by Phillipson (1992)2 is presented here. The purpose is to highlight its current scope and permanent values in consonance with intuitions, criticism and alternatives proposed by Latin America Modernity/coloniality Group. Criteria of analysis are based on a re-reading of the work in the light of the decolonial perspective, with the aim of proposing pedagogical insights which guide language and literature teachers in approaching their study contents with a critical vision. The idea is to remark the role of English Language Teaching for the maintenance of power structures and for its potential for creating new epistemological approaches to language teaching and learning. An epistemological turnaround in the linguistic formation of future educational personnel is a must for that end.

This study intended to investigate the imposition of values and ideological patterns of particular societies affecting learners' identity as a result of globalization and linguistic imperialism in the internationally distributed textbooks which are developed to meet the English language needs of international learners and are broadly used in Islamic countries like Iran. It was important to work out whether violation of standards and ideological patterns of certain societies could be detected. For that reason, critical discourse analysis (CDA) with its theory and procedures, as developed by Fairclough (1989), used in conversations, illustrations and reading passages in Interchange, Four Corners, Top Notch and American English File series and three meaning dimensions– the textbooks content, the social relations of the characters in the textbooks, and their subject positions– were classified and analyzed statistically. Overall, the findings of this study represented that these ELT books are by some means unfair and inclined to signify a specific discourse type, that is, the Western culture discourse, ideological patterns, and consumer societies, which can impose the Western view and have different effects on students' identity in Islamic countries.

Introduction: the process of globalisation has strengthened the position of the English language as a means of communication in all spheres of life, including scientific communication. The expansion of one language not only necessitates changes in the status of other national languages and the emergence of a hierarchical relationship between them, but also significantly affects the political and economic balance of power in the world. The global dominance of English in science not only confers distinct advantages on its native speakers but also discriminates against scholars from non-Anglophone societies. As a result, a threat arises concerning the loss to humanity of unique, culture-specific ways of understanding reality. Materials and Methods: on the basis of an analysis of modern trends and literature review, such mani¬festations of linguistic imperialism in the field of academic communication as the IMRaD format, CLIL teaching technologies and English academic writing centres are revealed. Subsequently, these phenomena are investigated using empirical sociological methods: in-depth expert interviews, participant observation and the content study of chemistry papers indexed in Scopus. Results: it is demonstrated that the Anglophone societies use the global distribution of the English language to advance their competitive advantage in the field of science. The implementation of English language instruction in higher education and Anglophone communicative patterns in scholarly communication – particularly with regard to the representation of research results – might have a negative effect both on the development of researchers’ competencies and their future effectiveness in advancing science. Discussion and Conclusions: it is concluded that an increased awareness of potential threats caused by the dominance of the English language in scientific communication is needed among all the participants of scientific communication, including higher school lecturers. This can be achieved by using bilingual and bicultural educational approaches.

This article revisits four problem areas of the use of English as a lingua franca by sports officials (including coaches, referees, etc.) at international sporting events which were recently identified in an editorial by McNamee in the journal Sport, Ethics and Philosophy. These propositions are revisited by drawing on, inter alia, the theoretical models of ‘linguistic imperialism’ and ‘cultural appropriation’. The argument is made, in particular, that the ability of so-called ‘non-native’ users of English must not be underrated.

The listing by Veale et al. (2019) of taxonomic epithets based on te reo Maori and ta re Moriori show that there were very few until well into the 20th century and their approximate total to date of 1288 represents only about 4% of New Zealand species names. The bias against the use of indigenous names can be traced to the preference of eighteenth-century European scientists, and Linnaeus in particular, for their own scholarly languages, Latin and Greek, and their rejection of other languages as "barbarous." As codes of zoological and botanical nomenclature were developed the European preference for Latin names in taxonomy became formalised and the use of indigenous names was discouraged. The dominance of Latin has only slowly been loosened. The term "barbarous" for names not from Latin or Greek remained in the International Code of Botanical Nomenclature until 1956 and the International Code of Zoological Nomenclature until 1961. Since then there have been no restrictions or recommendations in either code on the source or language of new species names, although they are still required to be in Latin form. Taxonomists are thus free to use te reo Maori, ta re Moriori or any language when naming species and in recent years more have been doing so, although the old European preference for imposing Latin names still persists. [ABSTRACT FROM AUTHOR]

The aim of this review is to explore the available literature on the subject of linguistic imperialism, specifically related to the English language and its spread around the world. In order to do so, a search was conducted using the open source search engine Google Search. Using a set of criteria, some 700 initially analysed scholarly works were reduced to a small number that were then explored in detail. The results of the search showed that the concept of linguistic imperialism was coined by author R. Phillipson in 1992 to explore how certain languages dominate others, the former often being the language of colonising entities, with the effect of undermining local languages and in some cases even erasing them. Several authors who have explored the subject of linguistic imperialism have do so through the prism of education and the teaching of the English language, while some have negated the underlying principles of Phillipson’s initial assumptions, thereby refuting the very concept of linguistic imperialism. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a third world country and a former British colony, Bangladesh has seen a dramatic upsurge in the use of the English language. Built on the concept of imperialistic aspects of the English language, this paper draws on responses from anonymous survey results and interviews and attempts to provide deeper insights into the global aspects of English as a language and the credibility of this language in the minds of the populace. This paper assesses the English language as a feature of globalization where English is considered to be of the utmost value. Questionnaires were designed and interviews were arranged to evaluate the commercial and linguistic aspects of English in Bangladesh to reach a conclusion whether the mass perceives this very language as it should be or there are any other economic and cultural aspects. The findings were presented graphically and the study showed that English fails to meet the expectations of the stakeholders and policy makers of Bangladesh. The paper concludes with some recommendations that could help resolve the situation and present English to the people in a better light.

As a third world country and a former British colony, Bangladesh has seen a dramatic upsurge in the use of the English language. Built on the concept of imperialistic aspects of the English language, this paper draws on responses from anonymous survey results and interviews and attempts to provide deeper insights into the global aspects of English as a language and the credibility of this language in the minds of the populace. This paper assesses the English language as a feature of globalization where English is considered to be of the utmost value. Questionnaires were designed and interviews were arranged to evaluate the commercial and linguistic aspects of English in Bangladesh to reach a conclusion whether the mass perceives this very language as it should be or there are any other economic and cultural aspects. The findings were presented graphically and the study showed that English fails to meet the expectations of the stakeholders and policy makers of Bangladesh. The paper concludes with some recommendations that could help resolve the situation and present English to the people in a better light. [ABSTRACT FROM AUTHOR]

Africa seems to be underplaying, underestimating and despising the role of indigenous languages as an emancipatory tool from the socio-economic and political bondage born of colonialism. Language, this paper argues, is the means of identifying entities, categorising objects and concepts, perceiving ideas and things, grasping the abstract, the concrete as well as the supernatural, and thinking about anything in whatever form. This paper demystifies and challenges the hegemonic position accorded to the colonial master’s language as the only viable instrument for mediating the exploitation of science and technology.

Teaching English in an Iranian and Islamic culture poses complex questions for both teachers and learners. In this paper, the authors intend to shed light on what it means to teach English as a foreign language (TEFL) in an Islamic-Iranian context. Having reviewed the colonial and postmodern views of English language teaching, the authors took a look beyond the current state of TEFL in Iran, which is marked by its continuing global tendency, and into the future with an emphasis on the importance of including the local specificities of the Iranian culture and religion. The status of the TEFL in Iran and the direction it should take in the future are accompanied by offering some solutions to inherent problems. Iranian TEFL is introduced as the successful assertion of Iranian local culture against the cultural and ideological domination of the West, which can be an antidote to the harshness of all marginalizations Iranians have suffered for centuries.

English language has gained the status of being the lingua franca of today’s world. It enjoys more privileges in the territories which used to be under British rule. Bangladesh, being one such postcolonial country, emphasizes the role and importance of the English language in its education system and society. In spite of Bangla being the state language, English enjoys the privilege of being the dominant language in major domains such as education. The results of the national examinations, where the reason for failure for most of the students is lack of competence in English, only asserts the importance of English in our education. Therefore, it can be said that this privileged language is pushing Bangla to the threshold, making it a vernacular in a country where majority speaks Bangla. Consequently, it evidently creates “structural and cultural inequalities” (p. 47) within the society as asserted by Phillipson (1992) and reconfirms the notion of linguistic imperialism in the context of Bangladesh. The obvious manifestation of inequality created by the role of English language in the education system can be observed in the three mediums of schooling existing in Bangladesh which ultimately produces three categories of citizens for the country. Thus, this paper aims to discuss the current role of English in Bangladeshi education and society, and also intends to explore linguistic imperialism in 21st century Bangladesh. The paper will consider views from both proponents and critics of linguistic imperialism. It will try to come up with an answer regarding the relevance of linguistic imperialism and whether this notion should have a preference or not in this age of globalization.

Language imperialism and political correctness In the times of general globalization, in its part that considers languages, especially the so-called small languages, we can talk not only about an uncontrolled inroad of mainly English words into all walks of life within a society, but also about elements of linguistic imperialism. That imperialism has come about through technology, not by arms and blazing swords, as was mostly the case in history. In addition, the USA – the exporting country of the above mentioned language-imperialistic phenomena around the world, is considered to be the cradle of the much advocated political correctness, which should include basic human rights, one of which is undoubtedly the right to a proper name. It could be argued whether this right is always respected: I will show some examples of proper names of immigrants who had to/wanted to renounce their names in order to be Americanized (‘‘cooked in the American melting pot’’). Thus, the Croatian Krešo became Chris, Eva is spelled Eve on the other side of the pond (pronounced /I:v/), and in the global (American) news Michael Stich, a German, is pronounced /majkl stits/, and so on. I will also provide an example of political correctness which is not far from sheer stupidity. Political correctness itself changes with time, which will be illustrated by the Croatian example Ciganin – Rom (Gipsy – Roma(ny)).

An investigation of Native English Speaking Teachers' performance in schemes in six Asian contexts, commissioned by the British Council, and undertaken by three British academics, is subjected to critical evaluation. Key issues for exploration are the issue of a monolingual approach to English learning and teaching, and the inappropriate qualifications of those sent to education systems when they are unfamiliar with the learners' languages, cultures, and pedagogical traditions. Whether the schemes involved constitute linguistic imperialism is analysed. Whereas the need for multilingual competence is recognised as desirable by some British experts, the native speakers in question seldom have this key qualification. This is even the case when the host country (Brunei) aims at bilingual education. It is unlikely that the host countries are getting value for money. Whether the UK and other 'Englishspeaking' countries have relevant expertise is questionable. There is therefore a definite need for a change of paradigm, one based on principles for effective foreign language teaching. Some but far from all Western 'experts' recognize this need, whereas scholars and teachers elsewhere do. Five fallacies that underpin the linguicism of British pedagogical expertise are generally involved in native speaker export businesses. They underpin a hierarchy with underqualified native speakers projected as superior to local teachers who are seen as in need of foreign 'aid'. In view of the British bodies involved openly declaring the economic and geopolitical agenda behind this English teaching business, there is clear evidence of linguistic imperialism in the functions of this global professional service. These activities serve to strengthen Western interests. [ABSTRACT FROM AUTHOR]

In recent years, creative writing has spread far beyond its origins in the Anglophone higher education institutions of the Global North. This essay positions Mark McGurl's much-lauded The Program Era in the global(-ized) arena and asks how, why, and to what end the creative writing program might influence global literary production, given the cultural and historical particularity of its teaching models and craft devices. The essay moves beyond a discourse on pedagogy to draw on wider debates around cultural and linguistic imperialism as well as literary production in the global marketplace. It uses the key example of the subject's recent expansion into China and focuses on the "workshop model," writing anthologies, and "plot" as it is articulated in canonical writing guides. The essay argues that the subject must better articulate its historical and cultural particularities. If it does not, it risks enacting a form of cultural imperialism on the production of future world literatures and limiting the potential for experimental writing in a globalizing world. [ABSTRACT FROM AUTHOR]