English has gradually emerged as the most prominent of the global languages; it is the means of communication for science, academia, news, media, economics, technology, and international politics. Consequently, English education has become a fundamental component of national curriculums across the globe.
Non-native students from all walks of life see English as a necessity if they wish to become successful in any number of disparate fields. Whilst writers such as Crystal (2003) see the globalisation of English as a positive, allowing the international community to communicate with ease whilst simultaneously increasing global interdependence, others see it as an imposition, one that perpetuates the dominance of English-speaking countries internationally.
Discontentment at the promotion of English over a native language is far from a new phenomenon. During the height of the British Empire, Indian subjects were encouraged to adopt Western dress and customs, and, more importantly, learn English. Highly coveted and well paid government jobs required English language examination, and were often seen as a sign of status. By 1857 this had created a class divide, fuelling resentment over the importation of Western culture and language. This rise in Indian nationalism would ultimately motivate the country to successfully seek independence from Britain (Anderson, 2012).
The societal and symbolic role of English on the international stage has rapidly emerged to become one of the major