The English language has provided many benefits, but it is also threatening linguistic diversity. Since the early 17th century, the number of English speakers worldwide has risen from a mere 400 million to a whopping two billion, accounting for almost a fourth of the world’s population, and yet in the eyes of many the language remains a “colonizer language,” especially evident in the widespread teaching of English. Issues such as linguistic imperialism and language supremacy have risen, as the public has gradually become more aware of English usage, its standard teaching, and the power it holds. I believe that effort must be made to reestablish a balance between language appreciation and globalization through language.

When thinking of decolonization, oftentimes the main objective is reversing the losses of the colonial times and restoring the narrative that had been usurped by the colonizers. Part of the effort involves language. If we are to remain true to the meaning of decolonization, the problem with the English language becoming overrepresented or standardized in places it should not be must be dealt with by critically engaging with its colonial past and acknowledging the changes in the perception of culture and languages.

Through former colonies and occupations, the English language has spread with the expansion of the British Empire seizing global linguistic dominance. On one hand, as the process of globalization accelerated, English invaded various cultures and civilizations, undermining local languages, traditions, and domestic media. On the other hand, English has lent a hand to the global community, leading to a successful economic and cultural expansion. English found itself at the right time and became one of the most spoken and taught languages. Exchanging ideas has never been easier with its widespread usage.

However, the teaching of English remains colonial in form, hence standard English being either American or British English. Traditional English pedagogy frequently focuses on appropriate grammar, correct vocabulary, proper pronunciation, and structure, neglecting cultural sensitivity; for example, there is a lack of focus on local variations of English that reflect accents, words, or phrases that are original to specific regions. Such tendencies highlight the significant problem in teaching and reinforcing standard English — a language that does not adapt, incorporate nor is aware of other languages. Even standard English is an illusion — as different registers exist even among native speakers. Educators additionally suggest emphasizing the English language as just one means of communication, in addition to culturally responsive teaching that focuses on acknowledging other cultures, backgrounds, and experiences. These are crucial factors in each individual’s learning journey, ultimately enriching the process of learning English.

Such approaches are not the only ones to bring about changes. Equally important is the acknowledgment of Britain’s and the English language’s colonial legacy, and making amends with the impact the English language has had on other local languages. The promotion of mother tongues and native languages would likewise decrease the dominance of standard English.

Instead of questioning the existence of “proper” English, we should rather be encouraging a difference in how English is perceived and used. So-called standard English is neither inherently good nor evil. The world must collectively reassess English and its role and allow the language to evolve naturally for different cultures and different individuals.