This Element offers a comprehensive account of the unprecedented spread of English as a global language by taking historical, sociolinguistic, and pedagogical perspectives. To realize this mission, it opens with an accessible discussion of the historical trajectory of the English language with qualitative and quantitative connections to its contemporary diversity in terms of forms, roles, functions, uses, users, and contexts of English as a global and multilingual franca. Built upon this synchronic-diachronic symbiosis, the discussion is complemented by an overview of major analytical paradigms and trends that promote systematical scrutiny of the English language and its sociolinguistic and educational implications. It ends by showcasing instructional practices, recommendations, reflective questions, and future directions for language educators to revamp their beliefs, commitments, and practices considering the changing needs and realities of the present-day global sociolinguistic ecology and individuals therein.

Short-term student exchanges can offer valuable opportunities for intercultural learning and to engage in intercultural communication using English (the language focus in this Element). However, research and educational practices often assume that the most effective intercultural learning occurs through interactions with local individuals in 'target' culture learning and adherence to standard English language norms. These assumptions overlook important learning opportunities from interactions in culturally and linguistically diverse settings as features of many international exchange experiences. This Element proposes a perspective in student exchange research and practice that reflects this diversity and encompasses the intercultural learning model of intercultural awareness, intercultural citizenship education, and Global Englishes.