Keywords
Abstract
The global expansion of the English language has sparked extensive debate about whether it functions as a tool of communication or as an instrument of cultural imperialism. This article critically examines the dominance of English in global education, media, technology, and intercultural communication, questioning the balance between linguistic globalization and cultural homogenization. Drawing on postcolonial linguistic theories and empirical data from UNESCO and the British Council, the study explores how English influences local languages, identities, and cultural values. Quantitative and qualitative analyses indicate that English is used as the primary medium of instruction in over 80 countries and dominates approximately 60% of online content, suggesting a potential imbalance in linguistic representation. Furthermore, findings reveal that while English proficiency often correlates with economic advancement and global connectivity, it simultaneously marginalizes indigenous languages and reshapes cultural hierarchies. The paper concludes that English can serve as both a bridge and a barrier—facilitating intercultural dialogue while perpetuating neo-imperial power dynamics. The study calls for a critical reevaluation of linguistic policies and advocates for multilingual education as a sustainable alternative to English linguistic hegemony.