Since its open-door policy in 1978, China began a transformation from planned economy to market economy, for which English became an essential requirement. The Chinese government sees promoting English language learning as paramount in the nation’s attempt to become competitive in the global market (Cai, 2006). Such an emphasis on English resulted in various English language curricular reforms, which were strongly influenced by the forces of economic globalization, as the nation attempted to shape its educational systems to provide the necessary skills for a growing global economy. However, we argue that the increasing dominance of English language is contributing to neocolonialism through linguicism by empowering the already powerful and leaving the disadvantaged further behind, an issue that needs much attention (Beckett & McPherson, 2005). We urge policy-makers, researchers and educators to question the gatekeeper role of English in education, employment, promotion, social status, and financial security in China. In pedagogy, we call for a paradigm shift from doing TESOL to doing TEGCOM (Teaching English to Glocalized Communication) which allows for interaction between global and local forces in specific socio-cultural contexts. Consequently, local actors can claim their ownership of English and exercise their agency in their different creative practices.
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