Globalization and language policy: Balancing English as a lingua franca and linguistic diversity

Abstract

The research explored the operation of English as a lingua franca (ELF) in a specific tertiary academic-learning context within a subordinate-common language position (English-centric) and a relatively equal and secondary language position (plurilingual) model of accommodation and its implications on communicative effectiveness and students' perceptions of language diversity. Using a quasi-experimental post-test design, the study involved 94 students who were non-language majors and who regularly use English in academic contexts. Based on the prevailing language policy paradigm, the participants were assigned to two groups. The study involved integrating ELF theory with an institutional model of HELP. Using questionnaires, a standardized communicative task, and semi-structured interviews, data were collected. Quantitative analyses included genuine language use, communicative success in ELF, and attitudes toward linguistic diversity; qualitative analyses focused on students' views on multilingual communication. There was no statistically significant difference in communication effectiveness between the two models. The plurilingual model was a significant positive predictor of strategic flexibility and of more positive attitudes toward linguistic diversity, with multilingualism being perceived as an advantage. The results indicate that strict monolingual policies are not needed for successful ELF communication and that students' value orientations are largely influenced by the language policy adopted in higher education.