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Philology: scientific researches
Reference:

The Role of the English Language in Shaping Global Identity: Challenges and Perspectives

Kharchenko Mariya Aleksandrovna

ORCID: 0000-0002-4363-2388

Senior Lecturer; Department of Foreign Languages No. 3, Institute of Philology; V.I. Vernadsky Crimean Federal University

14E Trubachenko str., Simferopol, Republic of Crimea, 295048, Russia

kharchenkomariia88@gmail.com
Other publications by this author
 
 

DOI:

10.7256/2454-0749.2025.3.73610

EDN:

YZMBIZ

Received:

07-03-2025

Published:

03-04-2025

Abstract: The article analyzes the role of the English language in shaping global identity within the context of modern globalization processes. It examines key challenges arising from its dominant position in international communication, education, and the professional sphere. The study focuses on the phenomenon of linguistic imperialism, the issue of language diversity preservation, and the processes of cultural adaptation and hybridization. Applying a sociolinguistic approach, the author explores the impact of the English language on the self-identification of Russian-speaking users. The study presents research data analyzing language preferences, discursive practices, and attitudes toward English as a means of intercultural communication in an institutional environment. In conclusion the author discusses possible directions for language policy and educational strategies aimed at preserving multilingualism in the context of the global spread of English. The study focuses not only on the spread of English as a lingua franca but also on its impact on the linguistic identity of Russian-speaking users. Its novelty lies in analyzing the perception of the English language among Russian-speaking students and educators, identifying trends in the adaptation of English-language discursive practices, examining the specific influence of English on the institutional identity of Russian-speaking users, and assessing the prospects for language policy and educational strategies in the context of English dominance on a global scale. The process of adapting English-language discursive practices reflects its profound influence on institutional self-definition. The use of English leads to the formation of new speech and cultural norms, as confirmed by research conducted among Russian-speaking participants. The adaptation of English language teaching methods, taking into account intercultural specifics and global changes in communication, is crucial. Digitalization and multimodal communication open new opportunities for learning and using English without the threat of losing linguistic diversity.

Keywords:

ELF, language identity, bilingualism, intercultural communication, institutional environment, multilingualism, language diversity, hybridization, EMI, globalization
This article is automatically translated. You can find original text of the article here.

The results of the study and the prospects for further investigation of the problem. An analysis of the informants' responses showed that 75% of respondents consider English to be the language of academic and professional mobility, but only 30% note its influence on their cultural identity. It was found that a significant part of the respondents demonstrate a tendency to adapt English-language discursive practices (for example, the use of introductory constructions "In my opinion", "It should be noted that"), which indicates the influence of English-language academic discourse on the formation of their linguistic identity.

To effectively develop language policy and improve English teaching methods in a global context, it is advisable to create multi-level educational programs focused on developing communication skills in an intercultural environment; develop bilingual education that provides a balance between English and students' native languages; integrate digital technologies into learning, including online platforms, artificial intelligence and virtual reality to enhance language competence; develop courses on intercultural communication to help students adapt to an international professional environment.

Thus, the study of digital communication platforms, cognitive aspects of bilingualism and regional features of the English language in the Russian-speaking environment will not only optimize language policy, but also create effective teaching methods adapted to global changes and the requirements of the digital age.

References
1. Smokotina, V. M. (2014). English language in the context of globalization. Novosibirsk: NSTU.
2. Ter-Minasova, S. G. (2004). Language and intercultural communication. Moscow: Slovo.
3. Proshina, Z. G. (2015). Key provisions and controversial issues of the theory of variability of the English language. Moscow; Berlin: Direct-Media.
4. Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication. Berlin: De Gruyter Mouton.
5. Canagarajah, S. (2014). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.
6. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
7. Fairclough, N. (2006). Language and globalization. London: Routledge.
8. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.
9. Jenkins, J. (2014). Global Englishes: A resource book for students (3rd ed.). London: Routledge.
10. Kirkpatrick, A. (2007). World Englishes. Cambridge: Cambridge University Press.
11. Macaro, E. (2020). Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism, 23(3). https://doi.org/10.1080/13670050.2019.1620678
12. Modiano, M. (1999). International English in the global village. English Today, 15(2), 22-28.
13. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
14. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
15. Widdowson, H. G. (2015). English in the world and world Englishes: Discourse, ideology and literacies. In B. Aarts, J. McMahon, & L. Hinrichs (Eds.), The handbook of English linguistics (2nd ed., pp. 373-390). Oxford: Wiley-Blackwell.
16. UNESCO. (n.d.). Atlas of the world's languages in danger. Retrieved February 15, 2025, from https://unesdoc.unesco.org

Peer Review

Peer reviewers' evaluations remain confidential and are not disclosed to the public. Only external reviews, authorized for publication by the article's author(s), are made public. Typically, these final reviews are conducted after the manuscript's revision. Adhering to our double-blind review policy, the reviewer's identity is kept confidential.
The list of publisher reviewers can be found here.

The subject of the research in the reviewed article is the English language as a tool for shaping global identity, the relevance of which is obvious and is conditioned by "the need to study the interaction of the English language with national languages and cultures, as well as to analyze the challenges and prospects associated with its dominance in the global space." The purpose of this work is to analyze the role of the English language as a factor in the formation of global identity. To achieve this goal, the following tasks are being solved: to identify the conceptual foundations for the formation of global identity through language; to consider the influence of English as a lingua franca on the processes of constructing cultural identity in multilingual communities; to identify the challenges associated with the use of English in the context of global interaction; to propose possible prospects for the development of language policy and teaching English as a means of intercultural communication. The theoretical basis of the work is based on the works of such Russian and foreign researchers as S. G. Ter-Minasova, V. M. Smokotin, Z. G. Proshina, Suresh Kanagaraja, David Crystal, Norman Fairclough, Ernesto Macaro, Marco Modiano, Robert Phillipson, Barbara Seidlhofer, Henry George Widdowson, and others, covering a wide range of issues on the problems of language in the context of globalization; the role of English as the lingua franca and English as the language of instruction; theories of linguistic imperialism; theories of English language variation; concepts of "hybrid English", etc. The bibliography includes 16 sources, corresponds to the specifics of the subject under study, substantive requirements. All quotations of scientists are accompanied by the author's comments. However, the author(s) do not appeal at all to scientific works published in the last 3 years. Of course, this remark does not detract from the importance of the submitted manuscript, but in this case it is quite difficult to judge the actual degree of study of this problem in the modern scientific community. Taking into account the specifics of the subject, object and purpose of the work, general scientific methods of analysis and synthesis were used; a descriptive method with elements of observation, generalization, interpretation; a quantitative method, as well as a questionnaire in which 143 Russian-speaking informants (students and teachers of Vernadsky Crimean Federal University) using English in educational and professional activities participated. activities. Participants were asked to answer questionnaire questions about the frequency of English language use, preferences in its study, perception of the influence of English on personal and professional identity. The analysis of the theoretical material and its practical justification allowed the author(s) to solve the identified tasks; identify the challenges and prospects associated with the globalization of the English language; and conclude that "the spread of the English language is accompanied not only by positive aspects of globalization, but also by a number of significant challenges. Linguistic imperialism, loss of linguistic diversity, and cultural adaptation with elements of hybridization are the main issues that require the attention of researchers." The results obtained clearly have theoretical significance and practical value: they make a definite contribution to such areas of theoretical knowledge as the theory of linguistic and cultural identity, the theory of intercultural communication, linguoculturology and can be used in subsequent scientific research on the stated issues. The prospects for further research related to the study of digital communication platforms, cognitive aspects of bilingualism and regional features of the English language, the development of language policy and the improvement of methods of teaching English in a global context are outlined. We draw the attention of the author(s) to technical errors (see "Recordings from semi-structured interviews of informants were analyzed", "Analysis of informants' responses showed that ..."). The material presented in the paper has a clear, logically structured structure. The style of presentation meets the requirements of scientific description, the content of the manuscript corresponds to the title. All comments are advisory in nature. The article has a complete form; it is quite independent, original, will be useful to a wide range of people and can be recommended for publication in the scientific journal Philology: Scientific Research.
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