The study of linguistic imperialism entails analyzing the policies by which dominant languages, nationally and internationally, have been consolidated and what the consequences are for other languages. The presence of European languages worldwide reflects language policy as a key dimension of colonial empires—Anglo‐American, French, Portuguese, Russian, and Spanish—both in countries where Europeans settled and in exploitation colonies. This entry presents the key constituents of linguistic imperialism together with some critiques of it. It gives examples of the way English was promoted in the UK and USA and how European languages were exported and consolidated worldwide, showing the devastating consequences for other cultures and languages. In the postcolonial age, the pedagogy promoted by the UK, the USA, and the World Bank for the learning of English was founded on five fallacies: the monolingual fallacy, the native speaker fallacy, the early start fallacy, the maximum exposure fallacy, and the subtractive fallacy. Elite formation in the age of globalization and neoliberalism also takes place in monolingual “international” schools, which are spreading worldwide. The ways in which English is privileged in education systems, and discourses justifying it, need critical scrutiny, as do the language policies of the European Union. Policies that strengthen linguistic diversity are needed to counteract linguistic imperialism. There are many places where linguistic imperialism is in full force, such as in Turkey and China.

The study of linguistic imperialism focuses on how and why certain languages dominate internationally, and attempts to account for such dominance in a theoretically informed way.

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The paper explores how we think of English and 'English Studies' in present-day Europe. It questions the apparent neutrality of the term lingua franca by suggesting a more differentiated set of terms. It relates the current consolidation and expansion of English to processes of global Americanisation and Europeanisation. The European Union (EU) member states are increasingly integrating their economies and cultures in a US-dominated world. The history and many divergent uses of the term lingua franca are explored, and related to discourses and policies that tend to reinforce English linguistic hegemony uncritically. The paper explores the policies of the EU for maintaining multilingualism, and contemporary constraints and pressures in European academia. It analyses the promotion of 'global' English in terms of the project, the product, and the processes, and considers criteria for assessing whether its advance is as a lingua franca or rather as a lingua frankensteinia.