Language or rather the national language -mother tongue - plays
a crucial role in the establishment and preservation of national
and group identity as it constitutes the storage area where the
social and cultural values and the medium of the historical memory
usually crop up. Surprisingly, in response to the crucial
imperative demands of the third millennium -communication
technologies come first - the prerequisite of the educational
processes necessitates the learning of other languages namely
French and English. However, learning a second language is not an
end in itself, in the sense that it remains confined within the
framework of being opened to others languages, but it goes beyond
this frontier to assume and integrate the cultures that are
affiliated in these languages. Added to the process of learning a
second language, advanced communication technologies enhances the
dissemination and implantation of Western culture. In accordance
with postmodern theorists, the production of information is
associated with power benefit. Far from being the outcome of a
neutral reality as it was the case of the modern Enlightenment,
knowledge has a dynamic and imperative objective that is usually
launched by people with more power than other people. In the vein
of empowerment, those in power shape the curricular agendas;
determine how endowment is allocated, and specify the prospects of
the recent and the future hegemony over the subaltern. This paper
is an attempt to outline the interconnectedness of the
three-pronged relationship between multilingualism,
multiculturalism and globalization and the way they affect each
other.