English as a Bridge, Not a Replacement

The use of English as a second language has grown exponentially in recent decades. Across almost every corner of the globe, English has become an essential tool for accessing academic, professional, and social opportunities. Yet beneath this widespread expansion lies a quieter, deeper phenomenon: the impact of English on the cultural and linguistic identity of those who adopt it.

In multilingual settings such as Indonesia, a shift is taking place in how younger generations relate to their mother tongues. In some cases, children and teenagers educated in international environments come to regard English as their primary language, even when their families speak other languages at home. Some not only adopt the language but also embrace cultural references that are foreign to their heritage, sometimes distancing themselves from their local roots.

This pattern is not unique to Southeast Asia. In many African nations, some young people increasingly emulate cultural expressions and styles associated with African-American communities. At the same time, many Afro-descendants in the Americas are actively seeking to reconnect with their African roots, learning traditional languages, exploring ancestral histories, and recovering cultural practices. This cultural crossover reveals a paradox: those who live near their heritage sometimes undervalue it, while others, far from it, struggle to reclaim it.
Language is more than a means of communication. It carries history, worldview, and collective identity. When a language is lost, what vanishes with it is not just vocabulary, but an entire way of seeing and understanding life. Involuntarily replacing one language with another can have lasting consequences on one's sense of self and cultural belonging.

International schools that teach in English reflect a wide range of experiences. Some students successfully maintain their native language while benefiting from the global reach of English. Others go through a process of linguistic and cultural assimilation so deep that they become disconnected from their cultural origins. This detachment can shape personal identity development, especially during formative years like childhood and adolescence.

This phenomenon can also be observed in the learning of other languages, such as Spanish. Becoming fluent in a second language should not mean abandoning the first. Multilingual education should prioritize the preservation of one's native tongue while opening pathways to broader communication.

The loss of languages worldwide is a pressing concern. Every time a language disappears, so does a unique cultural ecosystem. Linguistic diversity, like biological diversity, is essential to the balance of the planet. Each language holds a collective memory that deserves protection.

In conclusion, English can and should be a powerful tool for global connection, but its teaching and use must also encourage respect for each person's linguistic identity. Learning a new language should never erase the original, but rather strengthen the ability to connect while remaining firmly rooted. Only then can we build bridges that do not destroy the shores they link.