D1 Article in a trade journal
Decolonizing English Language Pedagogy : A Study of Cultural Aspects in English Language Coursebooks and Teachers’ reflections in Pakistan (2021)

Ali Shah, W. (2021). Decolonizing English Language Pedagogy : A Study of Cultural Aspects in English Language Coursebooks and Teachers’ reflections in Pakistan. Kieli, koulutus ja yhteiskunta, 12(6). https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-joulukuu-2021/decolonizing-english-language-pedagogy-a-study-of-cultural-aspects-in-english-language-coursebooks-and-teachers-reflections-in-pakistan

JYU authors or editors

Publication details

All authors or editors: Ali Shah, Waqar

Journal or series: Kieli, koulutus ja yhteiskunta

eISSN: 1799-0181

Publication year: 2021

Volume: 12

Issue number: 6

Publisher: Soveltavan kielentutkimuksen keskus, Jyväskylän yliopisto; Kielikoulutuspolitiikan verkosto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: English

Persistent website address: https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-joulukuu-2021/decolonizing-english-language-pedagogy-a-study-of-cultural-aspects-in-english-language-coursebooks-and-teachers-reflections-in-pakistan

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78855

Abstract

Language does not exist in a vacuum; it is deeply rooted in the structures reflecting and carrying dominant ideologies and social values. Likewise, foreign language teaching does not aim at a mere transmission of linguistic knowledge, but it also brings with it the ideological repercussions. In Pakistani society, English Language teaching either promotes the state-centric view of social reality or reproduces the cultural discourse(s) of colonialism. This study situated in Pakistani context points out the colonial construction of English language learners’ identities in elite Private schools drawing on Fairclough’s (2003) Critical Discourse Analysis (CDA) framework and Mignolo’s (2009, 2011) decolonial option. The study includes language coursebooks and teachers’ reflections as two major sources of data to draw conclusions that English Language teaching in the elite private sector establishes and reinforces the dominant cultural discourse(s) of coloniality as a macro-narrative which is in a conflict with the learners’ local and other global identities.

Keywords: decolonisation; English language; language teaching; textbooks; language policy; ideologies; culture; research

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021