THE IMPACT OF GLOBALIZATION ON LINGUISTIC IDENTITY AND COMPETENCE IN EDUCATION

Abstract

Abstract. Globalization has emerged as a powerful force reshaping educational landscapes, particularly in relation to language, identity, and communicative competence. In an increasingly interconnected world, the dominance of global languages – especially English has influenced how linguistic identity is formed and how linguistic competence is defined and developed within educational systems. This article investigates the impact of globalization on linguistic identity and competence, with a specific focus on how these dynamics manifest in formal education across multilingual contexts.

The research explores how the global flow of information, people, and cultural practices contributes to shifts in students' and teachers’ linguistic self-perception, often resulting in hybrid identities. As global languages gain prestige, local and minority languages may face marginalization, affecting students’ cultural affiliation and self-esteem. Conversely, globalization also offers opportunities for linguistic enrichment, intercultural exchange, and the development of multilingualism competencies. The study highlights the tensions between global linguistic standards and local language practices, emphasizing the need for education systems to strike a balance between promoting international communication and preserving linguistic diversity.

Drawing on sociolinguistic theories, policy analysis, and case studies from multilingual education settings, the paper examines the implications of globalization for language curricula, pedagogy, and teacher education. Special attention is given to how educators can support students in negotiating their linguistic identities and developing culturally responsive communication skills. The role of English as a lingua franca, the influence of transnational media, and the rise of international education programs are discussed as both enablers and challenges in this process.

Ultimately, the paper argues that linguistic competence in the 21st century must be redefined to include not only grammatical and communicative proficiency but also intercultural sensitivity and adaptability. It advocates for educational practices that value linguistic diversity, foster inclusive identity development, and prepare learners to participate effectively in globalized, multicultural environments. By understanding the evolving relationship between language, identity, and globalization, educators can better support students in becoming competent and confident communicators in a diverse world.