This essay describes the global diffusion of English, its advantages and disadvantages and its effects on the language from my perspective as an ESL/EFL teacher at Shanghai Singapore International School (SSIS) with based on the outskirts of Shanghai. SSIS differentiates itself from other international schools in Shanghai due to its large Asian student population. As an international school in Singapore, many places are preferential to Singaporean students, regardless of their level of English. This policy has caused differential levels of English in the classroom, from students who do not speak English at home to those who speak English fluently, and has opened the door to other Asian students who have low levels of English and who struggle to pass the expected curriculum from their class. parents' belief that their future success lies in the ability to communicate in English. In this context, many students learn English at the expense of their first language. Parents, pursuing the future economic success of their children, choose to educate them in schools where English is the medium of instruction instead of their native language. This is a reaction to the growing dependence of trade on China which has seen a necessary increase in communication: either the West learns to speak Chinese or the Chinese will have to learn English to trade (Phillipson 2008, p. 37). This results in a monolingual language policy that glorifies and allocates resources for learning English and renders other languages ​​invisible (Phillipson & Skutnabb-Kangas 1996, p. 437). My personal narrative in this essay includes my background and how it has influenced my observations. of my students as they watch them struggle to gain knowledge during their second or third......half of the work......2005, p. 41; Rajagopalan 2004, p. 111). The DY context embodies Phillipson's (1996) "language ecology" compared to the "diffusion of English" paradigm, English speakers are able to understand non-standard British and American English and cope with a variety of accents, pronunciation and dialects in English. A further question to consider is what might happen in the future for DY when she leaves this community and experiences a monolingual Standard English environment where she might be seen as a threat to the linguistic power structure, or stigmatized through "linguistic prescriptivism" (Kachru & Nelson 1996, p. 89) because of his English dialect and nationality According to the World English paradigm, Kachru and Nelson (1996) state that it is important to overcome monolingual views of people, language, cultures and borders to. give way to a broader vision of English..