Linley King

Date of Award


Degree Type

Honors College Thesis

Academic Program

Speech Pathology and Audiology BA


Speech and Hearing Sciences

First Advisor

Christopher Miles, Ph.D.

Advisor Department

Foreign Languages and Literature


This study uses previous research and qualitative data to determine how foreign language teachers can present English to learners as an international communicative tool while also preserving their native L1 identity amidst hegemonic cultural influences. Since becoming a lingua franca, the majority of English users are non-native speakers, and the findings of this study explain how English has globally spread to create distinctive linguistic groups among these speakers and the importance of promoting the equality of their English variations against the “standard” dialect used in current monolingual English language teaching (ELT) policies (Canagarajah, 1999; Duff, 2005; Schmitz, 2014). Responses from questionnaires and interviews consisted of participants from various linguistic profiles, and, using thematic analysis, the data emphasize findings from previous literature relating to ELT curriculum, motivations for acquisition, and the effects of language learning on non-native English speakers. The results of this study encourage English language teachers to identify the unique situations of their students, so they can create an individualized education that preserves their native L1 identity. Using Kachru’s three-circle model of World Englishes (1990), this research provides information on the attitudes of English language learners (ELL) towards English and the effects that cultural assimilation in foreign language learning can have to make recommendations for ELT policies that better serve the educational and personal needs of ELL.