The effects of globalization on English language learning: Perspectives from Senegal and the United States

Literature Review
The first step of this study began with an initial literature review in order to gather 
information about existing research in the interested field. Scholarly databases through Western 
Michigan University’s research library were used, including ProQuest Research Library,
Linguistics and Language Behavior Abstracts (LLBA), ERIC, and Google Scholar. The 
following key phrases were used in combination to narrow the literature within the databases: 
language policy, English, nonnative language, ESL, Senegal, United States, globalization, world 
language, world English, education, English language learning, lingua franca, language 
endangerment, and beliefs about language learning.
Additional information on public policies 

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regarding national language and education was gathered through websites such as United 
Nations and UNESCO. The information collected from the literature review was used to make 
conclusions about language use in Senegal and the U.S. within the context of globalization. The 
conclusions led to further questions and guided the development of the interview questions.
Observations in Senegal and the United States
 
The next step of the study was participation in a three-week study abroad program in 
Dakar, Senegal through Western Michigan University called “Cultural Connections in Senegal: 
Causes of Globalization and Consequences on Systems”. During the three weeks in Senegal, I 
spent time at the University of Cheikh Anta Diop (UCAD) taking classes with other students 
from the United States as well as students from Senegal. The majority of the students were 
learning English as a foreign language, making observations in the classroom and outside of the 
classroom relevant to the current study. I observed language usage of the Senegalese students, 
and recorded field notes describing which languages were used in varying social contexts in 
order to gain more insight to the function of English use in Dakar, Senegal. In the field notes, 
observations were made about conversation partner(s), the students’ language usage, and 
conversation topic as seen in Table 3. Such contexts included student interactions within the 
classroom, between classes, at the university café, and outside of the university at community 
events such as shows or markets.
Similar observations were made upon returning to the United States. At Western 
Michigan University, there is a large population of international students attending the university 
who speak English as a second or additional language. Again, observations were made about the 
students’ language use around campus and in different social contexts, such as within the 
classroom, time between classes, the university café, and outside of the university at community 

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events such as restaurants and sporting events. These observations are found in Table 3 and were 
used to make generalizations about the function of English in an educational setting.