This essay describes the global spread of English, its advantages and disadvantages, and its effects on language, from my perspective as an ESL/EFL teacher at Shanghai Singapore International School (SSIS) located on the outskirts of Shanghai. SSIS differs from other international schools in Shanghai due to its large Asian student population. As a Singaporean international school, many places are given preferentially to Singaporean students regardless of their English level. This policy has resulted in differentiated levels of English in classrooms - from students who do not speak English at home to those who speak English fluently, and has opened the door to other Asian students with low levels of English and who struggle to follow their country's curriculum. parents' belief that their future success lies in their ability to communicate in English. In this context, many students learn English at the expense of their mother tongue. Parents, seeking economic success for their children, choose to educate them in schools where English is the language of instruction instead of their mother tongue. This is a reaction to the growing dependence of trade on China, which has seen a necessary increase in communication – either the West learns to speak Chinese, or the Chinese will have to learn English to trade (Phillipson 2008, p. 37). This results in a monolingual language policy that glorifies and allocates resources to English learning and renders other languages ​​invisible (Phillipson & Skutnabb-Kangas 1996, p. 437). My personal narrative in this essay includes my own journey and how it influenced my observations. of my students watching them struggle to acquire knowledge during their second or third grade...... middle of article......2005, p. 41; Rajagopalan 2004, p. 111). The context of DY embodies Phillipson's (1996) "language ecology" in relation to the "spread of English" paradigm, English speakers are able to understand non-standard British and American English and manage a variety of languages. accents, pronunciations and dialects. in English. Another question to consider is what might happen in DY's future when she leaves this community and experiences a monolingual Standard English environment where she might be seen as a threat to the structure of linguistic power, or stigmatized through “linguistic practices”. prescriptivism” (Kachru & Nelson 1996, p. 89) due to his English dialect and nationality. Within the Global English paradigm, Kachru and Nelson (1996) argue that it is important to move beyond monolingual views of people, languages, cultures and borders to give way to a broader view of 'English..