Decolonizing ELT practices and policies in higher education: the cases of Mexico and Colombia

Abstract

English language teaching (ELT) has traditionally been influenced by hegemonic worldviews and standardized practices stemming from the Global North that perpetuate the subaltern position of local actors, their knowledges, languages, and practices. In response to this, teachers find a way to resist and subvert colonial discourses to reconfigure English language policies and the classroom space. This study focused on the role of participants' actions and views in decolonizing ELT. It addresses the research question: What pedagogical orientations, policies, and practices are found to be successful in decolonizing English in ELT within and across the contexts of Colombia and Mexico? Part of a broader multisite international case-study, the report focuses on Southwestern University (Colombia) and the Intercultural University (Mexico). Data were collected through classroom observations and interviews with teachers, administrators, and students. Findings reveal similar decolonial pedagogical practices, including translanguaging and the design and adaptation of teaching materials to facilitate understanding, establish rapport, and strengthen students’ identities. Regarding language policies, both universities seek for the recognition of some local languages and the promotion of other additional languages from a decolonial perspective. Overall, teachers engage with contextual factors and transform the classroom into an inclusive space.

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