ABSTRACT
Language planning has changed from the 1960s to date. It was kidnapped by educational language planners and by foreign language education planners, and the attention to English as a global language has precluded ecological concerns. The introduction of global English does not create a need to consult speakers intended to become English proficient, or to observe the effect of English on minority languages, or to impose on national languages or on languages in neighboring polities. Only modest efforts to authenticate the effect of globalization on other languages exist. English is global only in rather limited areas, and academic journal editors have chosen English to the disadvantage of indigenous research. Global English has become destructive, not constructive. Despite implicit retrogression, ecolinguistics plays a larger role in language planning.
