The Globitalized Discourse of Education: Positives and Negatives of Globalizing Language Acquisition through Digitalization

Abstract

This study presents a case-based exploration of how foreign language acquisition can be reimagined through an integrated meta-educational discourse in today's increasingly digitalized educational landscape. Drawing on findings from three international projects: LanGuide, TeachME, GIRO-focused on cultural literacy, Neurodidactics in blended learning environments, and gamification-the research identifies advantages and challenges of incorporating educational technology into language acquisition, by investigating the complex interplay between cognitive engagement, cultural awareness, and digital interactivity. In addition to theoretical perspectives, the paper also considers key pragmatic dimensions such as learners' cultural integration, equitable access to technology, and the growing concern of social isolation in hyper-digital settings. Ultimately, the study argues for the development of a globitalized (global + digital) instructional framework, enhanced by artificial intelligence, that supports more inclusive, context-sensitive, and culturally aware language education practices, co-indexing the ELITE-AI project.