BALANCING GLOBAL COMPETENCE AND LOCAL IDENTITY IN ENGLISH LANGUAGE TEACHING: CASE STUDIES AND BEST PRACTICES

Abstract

In the increasingly interconnected world of the 21st century, the teaching of English as a global language has become a critical component of educational systems worldwide. However, the drive to develop English proficiency often raises concerns about the potential impact on the preservation of local languages and cultural identities. This article examines several case studies of successful English language teaching (ELT) programs that have effectively integrated the development of global competence with the nurturing of local linguistic and cultural traditions. By highlighting these real-world examples from the Philippines, Germany, and South Africa, the article provides a roadmap for other ELT practitioners and administrators seeking to navigate this delicate balance. The key lessons gleaned from the case studies include the recognition of the value of mother tongue-based instruction, the incorporation of diverse cultural perspectives and interdisciplinary content, the facilitation of collaborative and experiential learning activities, the alignment of language learning with community-based initiatives, and the empowerment of learners to leverage their linguistic and cultural backgrounds as assets in the language learning process. By implementing such strategies, ELT programs can create learning environments that effectively balance the development of global competence with the preservation of local linguistic and cultural identities.