Globalization and Language Education Reforms: Enlightenment from the Comparison between Developed and Developing Countries Introduction

Abstract

Globalization has significantly reshaped national language education policies, with countries increasingly viewing multilingual competence as a critical component of economic competitiveness and cultural diplomacy. This paper presents a comparative analysis of language education reforms in selected developed countries (Australia, the United States, and Finland) and developing countries (China, Thailand, and Nigeria) within the context of globalization. Drawing on Spolsky’s (2004) language policy framework, this study examines how language ideologies, practices, and management strategies are reflected in national policy reforms. Findings reveal that developed countries tend to adopt pluralistic and strategically oriented language policies aligned with economic and geopolitical interests, while developing countries often exhibit centralized, exam-driven, and English-dominant approaches, sometimes at the expense of linguistic diversity and equity. The paper concludes by proposing context-sensitive, inclusive, and sustainable language education policies for developing countries, emphasizing multilingualism, teacher capacity, and long-term strategic planning.