





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 4, 2025 

www.scholink.org/ojs/index.php/elsr 

25 
 

Original Paper 

Critical Perspectives on the Global Status of English 

Nwabudike Christopher E. (Ph.D.)1 & Acheoah John Emike (Ph.D.)2* 

1 Department of English, Federal University Dutsin-Ma, Katsina State, Nigeria 

2 Department of European Languages, Federal University Birnin-Kebbi, Kebbi State, Nigeria 

* Acheoah John Emike (Ph.D.), Email: actualemike@gmail.com 

 

Received: September 19, 2025    Accepted: October 5, 2025    Online Published: October 22, 2025 

doi:10.22158/elsr.v6n4p25        URL: http://dx.doi.org/10.22158/elsr.v6n4p25 

 

Abstract 

This study examines front-burner perspectives on the global status of English. A modern trend of the 

world, globalization represents multifaceted developments across facets of life: architecture, 

communication, education, movie industry, science/technology, dressing, international diplomacy, etc. 

The implication is that language plays crucial role in the scope and values that erupt from globalization. 

Consequently, nations look outward for new norms in the scheme of things, and evolve means of coping 

with the attendant challenges of globalization. The theoretical framework of the study is Orisawayi’s 

(2005) “parameters for ascertaining development”. The study concludes that the global status of English 

is predicated upon by: its roles in other regions of the world; its being a language of wider 

communication (LWC); its development-promoting potential across the world; and its facilitating 

function in the cross-disciplinary transmission of knowledge in the era of globalization. 

Keywords 

English, globalization, language, development, Orisawayi’s development parameters, perspectives  

 

1. Introduction 

The societal trends that are associated with globalization are so crucial that they cannot easily be ignored 

by any nation, particularly Third World nations that are in dire need for sustainable growth and 

development. Consequently, cross-border cooperation and interdependency of nations characterize the 

era of globalization. English as a global language can therefore be construed in terms of the 

communication link between language and the referent(s) it picks from the universe of discourse (our 

real world). The debate as to whether English should be labeled as an “international language” or a 

“global language” is informed by the global status of English. Phillipson cited in Poggensee Anna (2016) 

posits that “‘global English’ is an appropriate term because English is widely accepted in the global 

linguistic market and … English is becoming the defiant language of international communication in an 



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increasing number of countries worldwide”. The literature indicates that the terms ‘international language’ 

or ‘world language’ are used to describe the English language because of its function as a language of 

international communication. In this regard, the extent to which a language counts as an international 

one, the more acceptable it is to refer to the language as a global language. The thrust of this study is to 

locate the critical factors that account for the global status of English in the context of the development-

inducing features of the language in this contemporary era in which the world is viewed as a global 

village. 

 

2. Language 

Human beings communicate through language (a natural human heritage). Natural languages sound 

systems (segmental phonemes and prosodic features). Obiegbu Ifeyinwa (2014:81-96) defines language 

as “a creation of man’s social needs. Like all other living creatures, we depend on the air, water and earth 

around us, and in the same way, society depends upon language for its very existence. For effective 

national development, language plays a central role, particularly in terms of such agents of development 

as literacy and communication. This is clearly understandable because it is through language that man 

has to plan … Apart from the planning, man uses language to instruct and evaluate his programmes.” 

Language reveals human beings as social animals; human beings socialize by using language to interact. 

For more insights on the term “language”, see Dada (2010, pp. 417-440). 

 

3. Globalization 

Steger (2013) defines globalization as “the interconnections of global economic, political, cultural and 

environmental processes that continually transform present conditions.” Globalization is therefore 

immersed in the advancement of society, its value systems and standard of living. According to Hafsat 

Ahmad Abubakar (2014, pp. 23-27), “globalization is a worldwide linkage entrepreneurship which 

centered on entrance to immediate global communication network where individuals can have access to 

information and movement globally.” Globalization is an inter-regional phenomenon, rather than an 

intra-regional notion. Nataliya Todorova and Anna Todorova (2018, p. 61) assert that “… the term 

globalization has no precise definition, but numerous meanings and interpretations in different areas such 

as cultural studies, economics, environment or politics. While some students consider globalization as a 

social process that makes the currently existing borders irrelevant, others stress the world-unifying, 

homogenizing power of this process. This term generalized, globalization, globalization (which 

obviously comes from the word ‘globe’) is the ‘big idea’ of 20th century, which contains the process of 

international integration arising from the exchange of worldwide views, products, products, ideas, and 

other aspects of culture and life.” Chen (2012) highlights five crucial features of globalization: 

1) globalization is a dialectically dynamic process, which is caused by the pushing and pulling 

off between the two forces of cultural identity and cultural diversity, or between local and 

global; 



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2) globalization is universally persuasive as it penetrates into every aspect of human society and 

influences the way it lives, thinks, and behaves; 

3) globalization is holistically interconnected as it builds a huge matrix in which all components 

are interconnected with networks; 

4) globalization represents a culturally hybridized state, which allows cultural transmission via 

new media to take place at a very rapid rate by permeating and dissolving human boundaries; 

More perspective on the term “globalization” is given by Kayode Omole cited in Ayodabo et al. (2016) 

who assert that “globalization refers to the universal adoption of social institutions”. It is a process by 

which social institutions or policies become adopted on a world-wide scale. Globalization is an era or 

period when regions of the world inevitably alter socio-cultural practices, value systems, policies and 

institutions. In such a situation, new status quo is either imposed on less developed nations or necessitated 

by the new world order in education, science, technology, politics, etc. 

 

4. Theoretical Framework 

This study hinges on Orisawayi’s (ibid) “parameters for ascertaining development”. The parameters are 

quite elaborate and instructive. According to Orisawayi (ibid), development can be assessed by using the 

following criteria: 

1) Intellectual and mental expansion for the individual person in society; 

2) a stable polity with a strong sense of commitment to nationalism/nationhood among the 

people; 

3) economic development, progress and equitable distribution of national wealth; 

4) socio-political integration of the constituent units that make up the nation; 

5) scientific and technological progress and its application to the improvement of the quality 

of life of the people; 

6) efficient and functional educational output at all levels; 

7) widely recognized, accepted and practiced democratic structures and systems; 

8) highly enlightened citizenry with 80%-90% achieved level of functional literacy among 

the people and highly sharpened awareness of individual and collective fundamental 

rights, with freedom of speech and association; 

9) stable employment for all citizens in private and public sectors of the economy; 

10) a highly recognized and respectable network of understanding and positive relations 

among the constituent units and with other nations of the world; 

11) a highly developed network of communication and transport system; and 

12) a high sense of motivation among the citizenry towards the achievement of all the 

parameters of development indices … 

The suitability of Orisawayi’s (ibid) postulations for this study is clear. With “development” as the 

bottom-line, English performs certain roles in nations across the world: English facilitates the 



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comprehension of knowledge transmitted through formal education, thereby facilitating cognition; 

nations develop when English-driven acquired knowledge or skills are deployed in the labour force; 

English facilitates social integration; scientific and technological advancements anchor national 

development; English fosters research and innovations in science and technology through its broad 

lexicon; and English is the language of politics and administration which are the pillars of nationhood. 

 

5. English as a Global Language: Front-burner Perspectives 

This section of the paper examines the global status of English from different perspectives. 

5.1 Cross-regional Roles of English 

Every nation desires improvement in the well-being of its populace. Through development-sensitive 

language policies, there can be sustainable growth and development in a nation, particularly when such 

a nation assigns crucial role to a global language in nationhood. The more nations of the world assign 

critical roles to English, the more English remains a global language. From this perspective, English is a 

global language because of the number of countries where it operates with certain labels: “national 

language”, “lingua franca” or “official language”. Many other languages of the world do not have such 

recognition or functions outside their native territories; English and French are therefore viewed as global 

languages. The two languages have former colonial territories where the languages are now colonial 

heritage to the non-native speakers; that is, English as a Second Language (ESL) contexts. Across regions 

of the world, language fosters national cohesion for smooth and productive governance. This is 

particularly a reason why the English language gains recognition in countries where it is: a symbol of 

identity; an instrument of national cohesion; and a facilitator of nationism. Thus, English is a global 

language by demonstrating its cross-border vitality. A language of vitality such as the English language, 

establishes the link between “communication” and “society”. Wardhaugh R. and Fuller Janet M. (2015) 

define the term “society” as “a group of people who are drawn together for a certain purpose or purposes; 

this is a rather vague and broad term … we use the term language to mean a system of linguistic 

communication particular to a group; this includes spoken, written, and sign modes of communication … 

These terms are … inextricably intertwined. A society must have a language or languages in which to 

carry out its purposes, and we label ways of speaking with reference to their speakers. This connection 

is inevitable and complex.” Umar Fauzan (2022) notes that “as a global language, English language has 

some statuses. Firstly, it is the first language for the native speakers and used as a national language. 

Secondly, it is the second language for the non-native speakers and used as an official language ... Thirdly, 

it is a foreign language for the speakers other than the two groups above. For the sake of international 

communication, it is used as a lingua franca. As an international language, English language functions as 

the official language by the United Nations (UN) and is used for international communication. In the 

academic field, English language can be used as a medium of instruction and a means of developing 

science and technology … English has become a very important language especially when 

communicating with people from different countries.” English is a global language, considering its 



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imperial track-record in different parts of the world. In this regard, Phillipson’s Theory of Linguistic 

Imperialism is illustrious. David Crystal’s (2003) use of the expression “beginning to” in an instructive 

submission is suggestive of the speed and scope of the new turn of events that characterize the era of 

globalization: 

… economic developments beginning to operate on a global scale supported by the new 

communication technologies – telegraph, telephone, radio – and fostering the emergence of 

massive multinational organizations. The growth of competitive industry and business brought an 

explosion of international marketing and advertising. The power of the press reached 

unprecedented levels soon to be surpassed by the broadcasting media, with the ability to cross 

national boundaries with electromagnetic ease. Technology chiefly in the form of movies and 

records fuelled new mass entertainment industries which had a worldwide impact. The drive to 

make progress in science and technology fostered an international intellectual research 

environment which gave scholarship and further education a high profile. 

5.2 Spread of Speaker 

The global status of English can be viewed in terms of the spread range of speakers of the language all 

over the world, as informed and sustained by the military, economic, political and technological 

dominance of its native speakers in world affairs. David Crystal (ibid) submits that states that “given that 

the USA has come to be dominant element in so many of the domains …, the future status of English 

must be bound up to some extent with the future of that country. So much of the power which has fuelled 

the growth of the English language during the twentieth century has stemmed from America … the 

country contains nearly four times as many mother-tongue speakers of English as any other nation. It has 

been more involved in international developments in twentieth-century technology than any other nation. 

It is in control of the new industry (that is, electronic) revolution. And it exercises a greater influence on 

the way English is developing worldwide than any other regional variety – often, of course, to the 

discomfiture of people in the UK, Australia, New Zealand, Canada and South Africa who regularly 

express worries in their national presses about the onslaught of ‘Americanisms’.” In addition, David 

Crystal (ibid) reports that “a language has traditionally become an international language for one chief 

reason: the power of its people – especially their political and military power. The explanation is the same 

throughout history. Why did Greek become a language of international communication in the Middle 

East over 2, 000 years ago? Not because of the intellects of Plato and Aristotle: the answer lies in the 

swords and spears of Alexander the Great. Why did Latin become known throughout Europe? Ask the 

legions of the Roman Empire. Why did Arabic come to be spoken so widely across northern Africa and 

the Middle East? Follow the spread of Islam, carried along by the force of the Moorish armies from the 

eight century …” English is indeed an imperial language used for constitutionally stated roles in former 

British colonies such as countries in Africa. Odebunmi (2017, pp. 1-45) reports that “in his theory of 

linguistic imperialism, Phillipson (1992) (re-) groups global English speakers into core English speaking 

countries, comprising Britain, the United States, Canada, Australia and New Zealand; and ‘periphery 



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English-speaking countries’, where English serves as a second language (for example, Nigeria, Ghana, 

India and Singapore) or an international language (for example, China, Indonesia and Japan). The groups 

relate unequally with respect to structural and systemic power in that the Western Anglophone group 

wields political and socio-economic power against the former colonial communities found in the 

peripheries. This hegemony is further sustained by ‘English linguistic imperialism, defined as ‘the 

dominance of English’ … asserted and maintained by the establishment and continuous reconstruction 

of structural and cultural inequalities between English and other languages.” Claims on the global status 

of the English language are supported with facts and figures that are too significant to ignore, especially 

in this era of globalization when new trends direct countries’ approach to nationhood. Nataliya Todorova 

and Anna Todorova’s (2018, p. 61) report (cf. British Council) justifies the claim that English is a global 

language. The report statistically captures not only the cross-domain use of the language, but also its 

cross-regional recognition: 

- English has official or special status in at least 75 countries, with a total population of more than 

two billion; 

- one out of four of the world’s population speak English to some level of competence; demand 

from the other three quarters is increasing; 

- more than two thirds of the world’s scientists read in English; 

- three quarters of the world’s mail is written in English; 

- 80 per cent of the world’s electronically stored information is in English. 

David Crystal (ibid) submits that “the language plays an official or working role in the proceedings of 

most other major international political gatherings, in all parts of the world. Examples include the 

Association of South-East Asian Nations, the Commonwealth, the Council of Europe, the European 

Union and the North Atlantic Treaty Organization.” Scholars align with the view that intrinsic (internal 

system of the language) and extrinsic factors (e.g. historical factors) account for the rise of the English 

language to the position of global prominence. For example, Bello, O. Rachael and Oni-Buraimoh, O. 

Olawunmi (2017, p. 98) present different reasons why the English language readily comes to mind as a 

global language: 

- It is the language of a number of past colonies; 

- Apart from its being one of the languages used in international organizations such as UNO and 

AU, English is also versatile and it enjoys a wide spread; 

- It is the most studied language (Research had it that yearly, 1, 500 million people would opt to 

learn English; 84 million, French; 30 million, Chinese); 

- It is one of the easiest languages to learn when compared with Chinese, German, French, Spanish, 

Arabic, Korean, and Japanese. The most difficult languages of the world to learn are Arabic, 

Chinese, Korean and Japanese (Arranged in order of their degree of difficulty; 

- A reasonable percentage of information found in the internet is in English; 

- It has a rich and in-depth history. 



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5.3 Language of Wider Communication 

Ushuple Lucy M. and Iskandar I. (2019, pp. 58-65) posit that “as a language of wider communication 

(LWC), English is used for phatic communion, ceremonial purpose, an instrument of keeping records, 

information dissemination, self-expression and embodiment of thought among the various linguistic 

groups in Nigeria. The common linguistic basis that constitutes a requisite for the existence of any nation 

is provided by English. So with English as the common tongue to all the ethnic groups, the collective 

sentiment of belonging together despite the individual or ethnic differences is forged. Related to the 

discussion is the fact that Nigerian Nationalism or collective identity is stamped on national institutions 

through the medium of English.” The lexicon of English is so broad that it has some form of 

representations in cross-regional practices: agriculture, marriage, music, art, dressing, feeding habits, 

religion, etc. David Crystal’s (ibid) report corroborates this claim: 

Most adaptation in a new English relates to vocabulary, in the form of new words (borrowings – 

from several hundred language sources, in such areas as Nigeria), word-formations, word-

meanings, collocations and idiomatic phrases. There are many cultural domains likely to motivate 

new words, as speakers find themselves adapting the language to meet fresh communicative needs. 

A country’s biogeographical uniqueness will generate potentially large numbers of words for 

animals, fish, birds, insects, plants, trees, rocks, rivers and so on – as well as the issues to do with 

land management and interpretation which is an especially important feature of the lifestyle of 

many indigenous peoples. There will be words for foodstuffs, drinks, medicines, drugs, and the 

practices associated with eating … The country’s mythology and religion, and practices in 

astronomy and astrology, will bring forth new names for personalities, beliefs and rituals. The 

country’s oral and perhaps written literature will give rise to distinctive names in sagas, poems, 

oratory and folktales. There will be a body of local laws and customs, with their own terminology. 

The culture will have its own technology with its own terms – such as for vehicles, house – 

buildings, weapons, clothing, ornaments and musical instruments. The whole world of leisure and 

the arts will have a linguistic dimension – names of dances, musical styles, games, sports – as will 

distinctiveness in body appearance (such as hair styles, tattoos, decoration). Virtually any aspect of 

social structure can generate complex naming systems – local government, family relationships, 

clubs and societies, and so on … So, when a community adopts a new language, and starts to use 

it in relation to all areas of life, there is inevitably going to be a great deal of lexical creation. 

5.4 Education, Science and Technology 

The usefulness of English in cross-border communication and transmission of knowledge is a 

contributory factor in the global status of the language. By being functional in people’s career pursuits, 

English is instrumental in the development of nations; when English is deployed as a medium of 

transmitting knowledge in schools, individuals develop their productive capacity for nation-building. 

This is the case in developed and developing nations. Rohmah Zuliatu (2005) posits that “about fifty 

years ago the notion of English as a true global language was merely a theoretical prediction which is 



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still diffuse and vague. However, realities have created it as a real world language at the present time. 

People in every part of the world feel its urgent role in their life: for academic purposes, for business 

goals, and for other purposes. English is spoken by people throughout the world as their first language, 

second language and foreign language. Indeed, English is now a world language. English as a world 

language is not merely an international language. The notion of international language can be understood 

as a language which is used in any international communication which involves people from two or more 

countries. Japanese is an international language, but it is not a global language ...” As a global language 

that contributes to the growth and development of nations, English enjoys growing positive attitudes not 

only from governments across the world, but also from individuals. There have been tolerant language 

policies in favour of the English language. Lee Thomas (1996, pp. 129-140) notes that “tolerant language 

policies unite and promote nationality-building through inclusiveness in nationalism, and restrictive 

language policies divide.” English is both a National and Official Language in Nigeria. Tolerance towards 

English in non-native territories is understandable; for example, Nigerians are not ignorant of the 

instrumentality of the English language in their different careers. It is generally believed that individuals 

in a country learn a language when it is economically and socially beneficial to them. The fact that the 

English language guarantees economic opportunities implies that it can be significantly engaged in 

nation-building. Nataliya Todorova and Anna Todorova (ibid) report that “according to the 2004 Euro 

barometer survey, 75 per cent of Europeans supported the idea that English is the most useful language 

to learn, while 69 per cent were confident that every EU citizen should speak English. English leads the 

world both in terms of total speakers as well as being the most commonly studied foreign language. 

The leading role of English as a common medium for international communication is also supported by 

the following commonly recognized facts. It is partly the broadness of the English lexicon that makes the 

language popular in career pursuits of individuals. Commenting on the global status and career roles of 

the English language, Laxman Jnawali (2024, pp. 12-17) submits that “this language has worked as a 

bridge among various bilingual and multilingual communities where English language has been used as 

second or foreign language … The language has been very popular in social media as well. People from 

multilingual communities are actively involved in learning English as their second and foreign language. 

People are learning IELTS, TOEFL, PTE, GRE and many others in order to go to the foreign countries 

for various purposes. According to David Crystal (ibid) “since the 1960s, English has become the normal 

medium of instruction in higher education for many countries – and is increasingly used in several where 

the language has no official status … The English language teaching (ELT) business has become one of 

the major growth industries around the world in the past half-century. However, its relevance to the 

growth of English as a world language goes back much further. Indeed, people who engage in 

international business and commerce have also been taking interest in English language.” Nataliya 

Todorova and Anna Todorova (ibid) also report that “multinational companies require a certain degree of 

English proficiency from potential employees. It means that more and more people nowadays learn 



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English in order to get the best possible professional training and employment opportunities with top 

companies.” Furthermore, Holmes Janet (2008) submits:  

Over the last hundred years nationhood and independence have been very important political issues 

throughout the world. In the struggle to establish a distinct national identity, and to secure 

independence from colonial rule, the development of a national language has often played an 

important part. The symbolic value of a national language as a unifying rallying point in the fight 

for independence was quickly appreciated in countries such as Tanzania, where more than 120 

languages are spoken. In other multilingual countries such as China, the Philippines and Indonesia, 

where there are large populations speaking hundreds of different vernaculars, a national language 

is not only a useful lingua franca and official language, it also serves a symbolic unifying function 

for these nations. 

Where there is a single dominant group, the issue of which language to choose as the official 

language to represent the nation generally doesn’t arise. Somali is the first language of 90 per cent 

of the people of Somalia and the national official language of the country. Danish is the national 

language of Denmark, and the first language of 98 per cent of the people. Numerical dominance is 

not always what counts, however. Political power is the crucial factor. In multilingual countries the 

significance of political power in the choice of national language is particularly clear. 

A global perspective of the English language can be explained in terms of the tenacity and approaches 

deployed in ESL contexts in the teaching and learning of the language. Many other languages in the 

world do not enjoy such privileges. Governments of different countries allocate resources for the 

promotion of English studies due to the position of the language on the global stage. Clement Gowon 

Omachonu, Joseph Abuh and Habiba Oma Alhassan (2017, pp. 167-177) submit that “the modern goal 

of English language teaching should be how to equip learners with the knowledge and critical awareness 

of how globalization defines and positions their use of the language. Consequently, teachers of English 

as a second language need to adopt methodologies that will envision English language teaching within 

the context of globalization.” Efforts of the education system in different countries are aimed at achieving 

certain productive competence (proficiency) level that can foster national development. Adeniran cited 

in Ayodabo (2013) presents three different degrees of competence in language: 

• Minimal Competence  

Speakers are characterized by a single speech habit in a single social sphere without any shifting 

of repertoire or code (restricted). 

• Average Competence  

Speakers have a command of a set of speech habits which is neither large nor small; they use this 

in a limited range of different social spheres, and shift their verbal repertoire accordingly (flexible). 

• Maximum Competence 

Speakers have versatile speech habits in many social spheres, and shift their verbal repertoire with 

ease (versatile). 



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6. Conclusion 

This study examines the global status of English within the context of the roles it plays in the growth and 

development of nations. The paper holds the view that even developed nations desire more growth and 

development across domains of “national life”. Topado and Smith (2011) view development in terms of 

three dimensions: economic dimension (satisfaction of basic needs); psychological dimension (positive 

view of “self” as obtainable in any person); and social dimension (freedom that individuals have or enjoy 

as their right). As a global language, English is directly or indirectly useful to all nations of the world. 

For example, international organizations anchor crucial aspects of life: financial issues, health, education, 

security, natural disaster, world peace, etc. Given the fact that English is the medium of instruction in 

many of such organizations, its contribution to the well-being of humanity is factual. Commenting on the 

use of language for the development of a nation, Ushuple Lucy Mishina and Iskandar Iskandar (ibid) 

submit that “language has started to be treated as a powerful political instrument … language can be used 

in many ways; one of them is in specific purpose areas such as social or cultural communication, 

government decisions, political debate, media which could foster National Development …” At the 

international level, domains of society such as politics, economy and education, have standards or 

structures within the context of globalization. This explains the unifying potential and role of 

globalization. Nations of the world, particularly Third World nations, struggle to align with globalization-

related standards and conventions, as part of seeking progress and good governance. Cross-facet 

transformation and revolution are part of the dividends of globalization. Indeed, the revolution that 

globalization brings manifest unequally in domains of society. For example, ICT witnessed rapid changes 

and innovations as a result of the impulses of privatization and corporate bodies in the 21st century. The 

interconnectedness of the world is quite obvious in the era of globalization, as a result of massive trade, 

unprecedented explosion in career pursuits, cross-national exchange of ideas and international diplomacy. 

In all these globalization-driven phenomena, good mastery of English is advantageous, as English is a 

major language of communication at a global level. For more insights on globalization in relation to 

English and 21st century societal phenomena, see Maria Georgieva and Allan James (2010), Bipin Bihari 

Dash (2022), Shobha P. (2025) and Laxmi Rawat Chauhan (2008). This study concludes that proofs of 

the global status of English include: its functions in other nations; its potential in fostering the 

development of nations in different ways, its communicative coverage and its feat in education, science 

and technology.  

 

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