IndexEnglish as a global language and stimulus for bilingual educationTeaching English as a second or foreign languageConclusionReferencesIn this essay I will reveal the topic of bilingual education in the context of attitude changes to Teaching English for Foreign Speakers (TESOL), as well as other topics such as CLIL and EME, supporting my essay with evidence from the study material. But, before anything else, I would like to discuss the role of English as a global language. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayEnglish as a Global Language and Stimulus for Bilingual EducationIt would be difficult to argue the importance of the English language in the modern era as an international language. It is clear that it has become more dominant around the world. In some countries it is used as a native language and in others it is taught as a second or third language in schools, making English the lingua franca. It is the language of global trade, the primary language of international diplomacy, it is the language of air traffic control, it is the undisputed language of science and technology, as well as the language of most academic journals, and above all for us it is the most widespread language on the Internet and in the media. It is also the language that international travelers with different native languages ​​use to communicate with each other, the very definition of a lingua franca. This suggests that the entire world has become an open, shareable and recognizable village for all individuals as English is used as a common language, despite there being little variation in cultures, traditions and regions. English has become accepted as a global language among speakers of thousands of other languages. therefore, it serves the purpose as a common and global language in almost all fields of the globalized world, it helps people maintain relationships and communications with others. Never before has the world seen such global use of a language like English. English has become a default lingua franca for a universal community on an international platform. It is a currency in today's world "English is like a dollar". As English has become global, more English or World English varieties (e.g. American English, British English, Indian English etc.) have emerged over the years, from the strong Ugandan English to the French accent of Canadian English . It is now used to communicate a mix of global and local cultures and identities, which has had a profound impact on the language and the skills needed to use it effectively. The spread of the English language around the world is demonstrated in Kachru's concentric circle model, in the countries of the inner circle (United States, Great Britain, Canada, New Zealand, and Australia) and in the countries of the outer circle (e.g., India, Sri Lanka , South Africa, Malaysia) and Expanding countries (e.g., Finland, Chile) reveal the importance of the English language for various reasons: social, economic, academic and political. And since each variety of English has its own historical, political and sociolinguistic contexts, the Englishes of the world are the fusion of civilisations. Where the English language is the gateway to an inaccessible world that will maximize their chances of success in a multilingual society. Therefore, knowledge of English is essential for personal and national progress. Teaching English as a Second or Foreign Language In the UK, English is taught in schools both as a separate subject in the curriculum and as a medium of instruction for all other subjects. Outside the United Kingdom, English is taught as a second language through the system of teaching English to speakers of other languages(TESOL). The fact that the English language has become global has made TESOL more interesting, finding the right methods to make the student learn effectively has been a constant issue. To better understand the changing attitude towards TESOL we must look closely at the difficulties and obstacles that teachers and students encounter. Difficulties can arise from students for many reasons, it could be lack of motivation, perhaps English is not the language they speak at home or in their community, meaning no support outside of school, and this has often been a problem for teachers. . Difficulties originating from teachers, where the teacher is a native speaker of English, and this creates a linguistic and cultural barrier between teacher and student, or the teacher is a non-native speaker with insufficient understanding or little experience in teaching English, which leads to safe practices such as code-switching or translation to communicate meaning and facilitate understanding. There has been a huge dilemma over whether native English teachers are better than non-native English teachers at teaching English to speakers of other languages. Davies says the following about native speakers: 'The concept of native speakers occupies a curious position in applied linguistics. On the one hand, it is widely used as a reference point for knowledge of a language (and as such arouses opposition because it excludes non-native speakers), and as a criterion for employment; on the other hand, a definition of the native speaker is elusive." According to my way of thinking, the focus should only be on communication. The problem is that the English language teaching (ELT) sector imposes certain accents, regions and aspects. In fact, I've never come across a textbook that says Indian English or Nigerian English, it's always the same BBCRP and general American English accents. Well, that's not right! We will not speak English only with native speakers. Being a native speaker does not qualify anyone to teach the language. For example, I studied and speak Arabic as my native language, but I would never recommend myself as an Arabic language teacher. Having a competent native speaker teacher is a privilege, but it is not easy to get anywhere with such high demand. Furthermore, qualified non-native teachers can be as good as native ones. It's not whether you have the language that's relevant, what's much more relevant is how you got there and the experiences you gained along the way. One of the things that intrigued me is the idea that students use and "do" languages ​​that have a language, but never have a language. With the increasing use of English as a lingua franca (ELF), it is no longer appropriate to associate English exclusively with native speaking nations, but with a global community of users. This has an advantage in raising awareness of Global English (GE), but also highlights the reinforcement of stereotypes and the tendency to reflect on attitudes towards different varieties of English rather than the success of ELF communication. In terms of education, it has been interesting to gain and understand more terminologies such as additive and subtractive bilingualism, where additive bilingualism occurs when a student's first language continues to be maintained and developed alongside their second language. Subtractive bilingualism occurs when a second language replaces students' first language and they therefore study a new language at the expense of their native language. From my point of view, additive bilingualism is the norm, and increasing linguistic diversity is the trend, it is true that the English language is growing rapidly but other languages ​​such as English are emergingChinese, Spanish or even Arabic. The goal should be to promote additive over subtractive bilingualism in the classroom, this will give students more confidence and strength in learning English, help them achieve strong communication skills in English and their native language, and deepen their comprehension. AS the German poet Goethe once wrote "not knowing foreign languages ​​means knowing nothing of your own." I assume that mother tongue is the best teaching mode to educate, it makes it easier for children, especially at an early age, to learn other languages, it develops the child's personal cultural identity, his critical thinking and literacy skills. On the other hand, subtractive bilingualism will result in the loss of children's fragile native language and ability to communicate with friends and family, and will reinforce the idea that their first language, culture and linguistic identity are not accepted at school . Of course, teachers do not have to speak every child's first language, but should instead consider students' existing language knowledge and skills as well as helping them maintain a positive mindset towards their first language. this can be done by providing books in other languages ​​in the school library, accepting help from students who do not know English and connecting those who speak the same language. the cognitive benefits of bilingualism tended to occur in an additive context in which students added a second language to their repertoire of skills without losing their first language. As Garcia argued, bilingual education should be the only option to teach all children in the twenty-first century equitably. I assume that by raising a bilingual or multilingual generation, this will help them integrate easily into a multilingual society, we are preparing them for a multilingual rather than monolingual future. Content and language integrated learning (CLIL) is a umbrella term that encompasses different teaching modalities in which content is learned using a foreign language. It was developed in Europe in the 1990s as a response to the need to find ways to improve higher levels of proficiency in a foreign language. It is a content-driven system and language is integrated into the learning. With CLIL the language is learned and used to develop knowledge of the subject. The objectives of CLIL are to improve academic performance, first and second language learners and to develop thinking skills. Simply put, CLIL students use the English language to learn, while learning the English language. Helps introduce students to new concepts through the study of curriculum in a non-native language and assists the student's production of language in the curriculum subject. Furthermore, it helps improve student performance in both curricular subjects and the target language. But there are some challenges that can arise with CLIL as well as concerns that lead to this question: Is the L2 a barrier to successful learning? in depth, the challenges may concern teachers first and foremost, as some teachers may not have the level and technique required to teach the content, it may be the lack of CLIL materials or the curriculum may not be compatible with the teaching approach, for example example: the curriculum and exams are usually conducted in the native language, but students have learned geography in a foreign language. A further concern related to CLIL policies is the increasing predominance of English as the main additional language learned, while other languages ​​are neglected. This is it. 43-62.