Abstract
The rise of English as an international language has always been a controversial issue. Its critics condemn the global dominance of English as a form of linguistic imperialism, in which hegemonic powers like Great Britain and the United States extend their influence and interests by promoting the teaching and learning of English (e.g., Phillipson, 1992). In contrast, others have observed that the ascension of English as an international language has been supported by individuals in various contexts who appropriate the language as a means to pursue their localised interests and agenda (e.g., Canagarajah, 2007). Research has also documented various ways in which individuals in many contexts are empowered by their English competence and see the language as an integral part of their identity (e.g., Lamb, 2007). These individuals’ experiences raise intriguing questions for further research on the interplay between the individual creativity and contextual conditions under which English has spread as an international language. Such research helps reveal how individual learners motivate themselves and sustain their motivation in their autonomous efforts to develop English competence in particular contexts.
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Gao, X. (2013). Motivated by Visions: Stories from Chinese Contexts. In: Ushioda, E. (eds) International Perspectives on Motivation. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137000873_10
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DOI: https://doi.org/10.1057/9781137000873_10
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