A global language for global universities

A global language for global universities: re-thinking the role of English in international education

English is no longer a language tied to a single country, accent, or identity. It has grown beyond its roots to become something global, not exported from one place, but shaped by millions of people every day. In higher education, where international learners, teachers, and researchers come together, this matters deeply. Recognising English as a shared language, rather than a fixed standard, allows for more inclusive, confident, and collaborative academic environments. 

A shared language, not a standardised one 

For many years, English teaching in higher education has often drawn on models of a specific ‘type’ of English. The goal was to master a particular variety, often British or American English, with its associated grammar, vocabulary, and pronunciation norms. But today, this approach feels increasingly out of step with reality. 

English is used more often between speakers of other languages, than between people whose first language is English. It’s adapted, negotiated, and shaped in real time by people from diverse linguistic and cultural backgrounds. In these contexts, the focus shouldn’t be on perfect pronunciation or flawless grammar, but on being understood, on connecting, and on making meaning together. 

David Crystal, a leading voice in the study of global English, notes that 'there’s no longer one English — there are many Englishes.' Understanding this shift invites us to move from policing correctness to fostering clarity and mutual respect. In the classroom, lecture hall, or research group, this means treating variation as not just normal but valuable. 

What global English looks like in universities today

Walk into almost any international university today, and you’ll see this shared English in action. Group projects might bring together students from Colombia, China, Egypt, and Germany. Each of those students brings their own accent, rhythm, and vocabulary to the table. Lecturers might present in one English variety while fielding questions in several others. Emails, seminars, and research collaborations take place in versions of English that are dynamic and adaptive. 

And yet, communication works. Not because everyone speaks the same, but because they understand how to listen, clarify, and adapt. Global English is not a simplified or ‘broken’ form; it’s a practical, living tool shaped by purpose and context. 

These real-world examples challenge the idea that there is a single ‘correct’ English for academic success. They also highlight the opportunity for higher education professionals to help students become confident communicators, not just accurate ones. 

Supporting students as confident users of global English 

If English is shared, not standardised, how can institutions support students to succeed? 

First, by promoting active listening and engagement with a range of Englishes. This could mean including materials and voices from around the world, helping students hear and appreciate different accents, tones, and styles. 

Second, by shifting the emphasis from error correction to communication effectiveness. Rather than highlighting what’s ‘wrong,’ tutors and EAP professionals can model how to clarify, rephrase, or explore alternatives together. This approach builds resilience and encourages interaction. 

Third, by acknowledging and validating different academic English styles. Some students may come with direct, structured approaches to writing; others may bring more circular or contextual forms of argument. Rather than trying to flatten these differences, staff can explore how they reflect cultural diversity and offer strategies for adapting to different expectations. 

These principles can be embedded in pre-sessional courses, student induction, staff development, and ongoing academic support. The goal is not to lower standards, but to broaden what ‘good English’ looks like, especially in a globalised university. 

Robust fundamentals still matter  

Embedding this kind of flexibility also requires formal English language assessment that truly prepares students for communicating in real-world contexts. That’s especially true in the higher education space where international students attending a course taught in English must prove their language proficiency to be accepted.  

Unfortunately, many emerging English language assessments that promise a 'fast' route do not prepare students well for the flexibility, spontaneity, and responsiveness needed for successful communication. They rely on rote-learning; memorising the right vocabulary and grammar to get students through an exam, rather than setting them up for long-term success. 

The 'shared, not standardised' approach we’re advocating, doesn’t mean there isn’t a need for thorough preparation. Again, that’s especially true if students are to get the most out of studying in another language.  

It’s why robust testing for international students with a real focus on speaking and communication matters. There is a direct correlation between the preparation needed for an English proficiency test and a student’s readiness for transitioning into an English medium education (EME) environment.  If students aren't fully prepared, the fluidity of today's Englishes could really challenge them. 

Rethinking language norms in global higher education 

To fully embrace global English, higher education must focus its attention on supporting flexibility and fluidity. Academic staff and support teams play a vital role here. The shift is from gatekeeping — where correctness is the goal — to facilitation, where communication is key. 

This might involve: 

• reassessing marking criteria to focus on clarity over primary language-like accuracy 

• encouraging staff to reflect on their own language biases 

• creating opportunities for students to reflect on their linguistic identities and how they navigate English use across cultures 

• comparing how high-stakes English tests prepare students for speaking and communicating in real-life contexts. 

Importantly, this isn’t about removing structure or expectations. It’s about adapting them to better fit the realities of global communication. When students feel that their version of English is valid, they’re more likely to engage, participate, and grow as learners and collaborators. 

The future is collaborative, not corrective 

As higher education continues to internationalise, language policies and practices need to reflect the lived experiences of students and staff. English is not the property of one country — it belongs to everyone who uses it. 

The challenge now is to ensure that our institutions, classrooms, and policies reflect this. When we do, we create academic environments where communication thrives, diversity is valued, and students from all backgrounds feel empowered to speak, write, and contribute in their own English. 

Ready to take the next step? 

Explore our guidance on inclusive language learning, higher education resources for internationalisation teams, and tools for supporting confident global English use. Together, we can move beyond the idea of ‘standard English’ and towards a more shared, inclusive future. 

FAQs 

Who owns English in the global business world? 

No one owns English today. Or rather, everyone owns English who has taken the trouble to learn it. It is a shared global language used by people from many cultures and regions. Its evolution is shaped by those who use it in diverse contexts, not by a single authority or country. 

What is global English? 

Global English refers to the way English is used as a common language between people of different first languages. It reflects a variety of accents, styles, and cultural influences, and prioritises clarity and mutual understanding over strict rules. 

How is English used differently in universities around the world? 

In international universities, English is used across a wide range of accents and communication styles. Students and staff collaborate successfully even when their English varies, proving that understanding, not uniformity, is what matters. 

How can higher education support students using global English? 

By valuing diverse accents, promoting listening and interaction, and focusing on communication rather than correctness. Institutions can also support inclusive academic writing styles and offer training that reflects real-world English use.