3, 2016). Based on what I learned and experienced during my university studies, I believe that language is closely associated with culture and that language learning is always situated in a particular sociocultural context. Therefore, exploring the role of English as an international language in fostering globalizing intercultural communication is vital to understanding culturally diverse ideologies about ESL learning. During classroom interaction, I realized that seeing linguistic and cultural diversity as an obstacle or burden was quite common among my students, which explained why they wanted to escape the influence of the L1 and move towards Americanization culturally and linguistically. Barbara, for example, stated that, in her cultural context, English should be at the center of school education, “because English is the most useful language”, while minority languages ​​can be interesting if you want to “know more the history of minority peoples." ” (Field Journal No. 6, February 3, 2016). From my perspective, his acceptance of the English-dominant monolingual ideology reflects the legitimization of language orientation as a problem in its social and cultural context (Ruíz, 1984) Such culturally legitimized monolingual reductionism is often witnessed in nations and regions that have been colonized throughout history, and such colonial culture can have a large impact on minority language users' perceptions of how much majority and minority content should be covered in the language. language education (Hornberger, 2003). Indeed, most students in my class have shown a tendency to accept the unexamined assumption that a powerful and profitable language like English deserves more time and effort to learn, while their L1s should be used