3, 2016). From what I learned and experienced during my graduate studies, I believe that language is closely associated with culture and that language learning always takes place in a particular socio-cultural context. Thus, exploring the role of English as an international language in promoting globalized intercultural communication is of vital importance for understanding culturally different ideologies on learning English as a second language. During classroom interaction, I realized that viewing linguistic and cultural diversity as an obstacle or burden was quite common among my students, which explained why they wanted to escape their L1 influence and move toward a cultural and linguistic Americanization. For example, Barbara claimed that, in her cultural context, English should be the focus of school education, "because English is the most useful language", while minority languages ​​can be interesting if we want to “know more about the history of minority peoples”. » (Field Journal #6, February 3, 2016). In my view, its acceptance of the English-dominant monolingual ideology reflects the legitimization of the language-as-problem orientation in its social and cultural context (Ruíz, 1984). Such culturally legitimized monolingual reductionism is often observed in nations and regions that have been colonized throughout history, and such colonial culture can have a significant impact on minority language speakers' perceptions of the extent to which majority and minority content should be covered in language education (Hornberger, 2003). ). Indeed, most students in my class showed a tendency to accept the unexamined assumption that a powerful and profitable language like English deserves more time and effort to learn, whereas their L1 should be used.