No field of education has been subjected more frequently to the ebbs and flows of global geopolitics than Foreign Language (FL) education. Wars and displays of military strength, economic and technological power, and claims to cultural superiority can enhance the prestige of one language over another; perceptions of a language’s social significance or of its exchange value on the market of symbolic goods can affect people’s desire to learn the language. For example, the First World War seriously reduced the demand for German in the United States, the collapse of the Soviet Union at the end of the Cold War wiped out enrollments in Russian, while the victory of the English-speaking Allies in the Second World War promoted the learning of English around the globe. The decision in 2008 by the UC Berkeley administration to severely cut the Japanese, Korean, and Chinese programs for budgetary reasons was reversed not because of the protests by the foreign language departments, but because it mobilized the Asian-American community, which turned the issue into one of civil rights. Heritage language learners and the geopolitical ties they represent came to the rescue of foreign languages. With the increased mobility brought about by globalization, the increased diversity of academic environments, and the hegemonic spread of English as a lingua franca, foreign language education has become at once more necessary and more controversial than it was fifty years ago. KRAMSCH, C. Between globalization and decolonization: foreign languages in the cross-fire. In: MACEDO, D. (Ed.). Decolonizing foreign language educators: the misteaching of English and other colonial languages. New York/London: Routledge, 2019. p. 50-72 (adapted). Considerando o trecho apresentado e a diversidade linguística do inglês e seus aspectos geopolíticos, avalie as afirmações a seguir. I – Desde a Segunda Guerra Mundial há um jogo ideológico para expandir a Língua Inglesa em detrimento da Alemã. II – Questões econômicas e tecnológicas propiciam