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Abstract Learning new languages potentially gives people vital skills to build more successful relationships, and understanding the social influences at work today may help us to know which type of language education is most beneficial. This article explores three social influences – globalisation, localisation and glocalisation – from the perspective of their effect on language use. It is suggested that glocalisation provides the most useful term to describe the reality of social interaction at the start of the 21st century and that language education should be shaped by the impact of this social influence on language use. Te akoranga o ngā reo hou ka pakari te tangata ki ngā puukenga taketake, hei hanga whanaungātanga whai hua, me te mohio hoki ki nga tini āhuatanga e paa ana ki te mahi o te ao nei, ā, ka whai awhi tātou ki te mohio ko tēhea te momo whakaakoranga reo te mea tino manako. Ko tēnei tuhi pānui e rangahau ana i ngā āhuatanga e toru. Ko te ao, te taiwhanga, me te ao taiwhanga, mai hoki te aronga o ngā otinga mo ngā mahi reo. E mea ana ko te ‘ao taiwhanga’ te wāhanga tino pai ki te whakaaturia atu te ngako o te whakawhitwhiti, mai te tīmatatanga o te rautau rua tekau mā tahi, me te whakaaro kia whakaritengia ano te whakaakoranga reo mai te papātanga o ngā tini āhuatanga e pā ano ki ngā mahi reo.
Martin East (Fri,) studied this question.