Challenging Colonial Legacies in ELT: A Reflection on Practice and Pedagogy

Andrés Felipe Chávez Monsalve

doi:10.22490/28057597.9649

Vol. 5 No. 1 (2025)

Published 2025-08-22

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Artículo de reflexión

Challenging Colonial Legacies in ELT

DOI: https://doi.org/10.22490/28057597.9649

Andrés Felipe Chávez Monsalve Universidad Nacional Abierta y a Distancia

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Abstract
References

This reflection paper examines colonialism in English Language Teaching (ELT) and the continuing effects of these legacies on language instruction. In order to subvert monolingual ideas, it addresses important decolonial ELT strategies and principles, such as translanguaging and critical multilingual language awareness, which propose the idea that monolingual views should be attacked, and multilingual learners have to be given a voice. Along with highlighting present trends and future prospects, namely, the incorporation of theories like Critical Race Theory (CRT) and Decolonial Feminism, the study also analyzes the difficulties faced by decolonial ELT, such as opposition from established structures. Consequently, the paper affirms that decolonizing ELT is a social justice movement, and it actually serves the purpose of reclaiming control of language learning, as a tool for freedom and empowerment.

keywords: Colonialism, Decoloniality, English Language Teaching (ELT), Linguistic imperialism, Multilingualism

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How to Cite

Chávez Monsalve, A. F. (2025). Challenging Colonial Legacies in ELT: A Reflection on Practice and Pedagogy. EducAcción Sentipensante, 5(1), 99-113. https://doi.org/10.22490/28057597.9649

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