European Journal of English Language and Literature Studies Vol.10, No.5, pp.1-9, 2022 Print ISSN: 2055-0138(Print) Online ISSN: 2055-0146(Online) 1 @ECRTD-UK: https://www.eajournals.org/ Publication of the European Centre for Research Training and Development -UK Cultural Hegemony and the Teaching of Global English Language: Indian Perspective Lilack Biswas Assistant Professor, Department of English, Dinabandhu Mahavidyalaya, Bongaon, West Bengal, India Research Scholar, Department of English, Ranchi University ABSTRACT: Globalization has manifold implications and importance. From Political to financial from trade and commerce to culture and social behaviour. The post globalized world has seen the cultural invasion of America and Europe in various ways. One of the prominent ways of this cultural invasion is the supreme importance of the English language. They have made the English language their medium of cultural dissemination resulting into the supremacy of the occidental culture in oriental countries. Through language culture is spread and through culture their literature, music, food, lifestyle everything is spread and makes room for billion-dollar business. This paper aims at finding the roots of Cultural Hegemony of the west through the teaching of American English in the guise of Global English. KEYWORDS: global English, culture, cultural hegemony, globalization, English language teaching, transnational English. INTRODUCTION Globalization of English language does not reflect a linguistic change only, but also and more prominently, it leaves significant socio-cultural implications on communities in general, and on presently colonized communities, such as Palestine, in particular. This thesis is intended to explore the perceptions of English language experts and students regarding the actual challenges that global English poses to Indian languages and national culture of India.Furthermore, it is intended to investigate, critically, the nature of the cultural context embedded in the new Indian English language curriculum, as perceived by English language experts and students. Throughout the study, I argue that, teaching and learning English in India, had started and continued to develop, not only as an educational necessity, but most importantly, as a dominant linguistic reality that has been imposed through culture of colonization and culture of globalization. Prior to delving into the academic work and literature about language, it is essential to point out that the different articles and texts reviewed herein, present and discuss the concept of “global English” and the relationship between English language hegemony and local cultures and languages from different paradigmatic perspectives and schools of thought; namely liberal as well as socialist perspectives. Furthermore, the concept of “globalization” itself has been in the core of a wide variety of research and political debates tackling almost every level of its divergent political, economic and social implications.