Decolonizing English Language Textbooks

Engaging in a South-North Inter-epistemic Dialogue
1. Auflage 2026
ISBN: 978-1-041-10126-0
Verlag: Routledge

Buch, Englisch, 280 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 587 g

Reihe: Global South Perspectives on TESOL

Bringing together diverse perspectives from authors situated in both the Global South and the Global North, this ground-breaking volume takes a critical, decolonial, and global southern approach to exploring colonial epistemologies and pedagogies surrounding textbook discourses and research.

Using a South-North inter-epistemic dialogue, the book challenges conventional notions of undertaking research that includes local ways of knowing and Indigenous knowledge. By doing so, the book disrupts colonial ideologies, values, and culture, and instead suggests local Indigenous frameworks and methodologies for textbook research and epistemology. Contributors engage with various methodologies, such as ethnography, action research, textbook analysis, duo-ethnographies, and interview-based studies informed by various theoretical perspectives, including translanguaging, postmethod condition, critical visual literacy, gender decoloniality, critical discourse studies, multi-modality, raciolinguistics, decolonial awakening, Afro-centric epistemologies, decolonial interculturality, and pedagogy of becoming. The chapters also uncover how teacher educators, researchers, and textbook writers view, engage, and negotiate with these discourses. With chapters originating from across the globe (such as Nigeria, Algeria, Pakistan, Indonesia, Colombia, Brazil, Denmark, Chile, Bangladesh, Morocco, and Greece), the book demonstrates rich geographical and epistemological diversity.

Ultimately providing a wealth of insights for researchers working on decolonization in TESOL/ELT in general and on ELT textbooks and pedagogy in particular, this book will be of use to scholars, researchers, and postgraduate students in the field of curriculum studies and teachers working in the field of language education.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Shah, Waqar Ali

Channa, Liaquat Ali

Lashari, Asadullah

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Foreword

Tommaso M. Milani

Introduction

Waqar Ali Shah, Liaquat Ali Channa, and Asadullah Lashari

Section 1 Textbooks as (de)colonial artefacts: Disrupting discursive/semiotic and pedagogical landscapes in English language textbooks through Southern (re)imaginations

1. English language textbooks: Thinking out of the boxes of coloniality

Karen Risager

2. Decolonizing EFL textbooks: Challenging the marginalization of Indigenous cultures in Chile

Leonardo Veliz and Mauricio Véliz-Campos

3. Interrogating colonial ideologies in elementary English textbooks in Nigeria

Yetunde S. Alabede and Vaughn W.M. Watson

4. Image representation of women in the textbook "Way to English for Brazilian Learners": A critical analysis from the perspective of decoloniality of gender

Wagner Barros Teixeira, Doris Cristina Vicente da Silva Matos, and Alciclei da Graça Cruz

5. Untangling coloniality of knowledge and culture in TESOL textbooks in higher education: Implications for epistemic delinking

Benachour Saidi

6. Disrupting the standard language ideologies and hegemony of method in Pakistani university ELT curricula: Reclaiming reparations through translingual competence

Sarwat Anjum

7. Foreign language textbooks and the multimodal representation of linguistic coloniality: A corpus-assisted discourse study from Indonesia

Danang Satria Nugraha

Section 2 Textbook production, use, and critical interventions: Re-imagining textbook discourses through South-North dialogues

8. Decolonizing language textbooks through a dialogue with conceptual art

Christine Calfoglou

9. Negotiating gender discourses in Algerian EFL textbooks through decolonial pedagogy

Ouacila Ait Eldjoudi

10. Collaborative ELT materials design: An alternative to disrupt English textbook hegemony

Jhon Eduardo Mosquera Pérez

11. Decolonizing EFL textbooks in Colombia: A pedagogical intervention through contextualized materials

Jhonatan Vásquez-Guarnizo and Mairon Felipe Tobar-Gómez

12. Bridging the gap: Materials development for decolonizing English Medium Instruction (EMI) in Bangladeshi higher education

Golam Kader Zilany

13. Unsettling entanglements of internal and external forms of colonialism in locally produced English textbooks: Decolonial trio-autoethnographic narratives

Liaquat Ali Channa, Asadullah Lashari, and Waqar Ali Shah

Conclusion: On decolonial alternatives in English language textbooks and pedagogy

Waqar Ali Shah, Liaquat Ali Channa, and Asadullah Lashari

Über Autor(innen)

Waqar Ali Shah is Assistant Professor of English, Center of English Language & Linguistics, Mehran University of Engineering and Technology, Sindh, Pakistan.

Liaquat Ali Channa is Professor of Linguistics in the Department of English, Government College (GC) University Hyderabad, Sindh, Pakistan. He was the Syed Babar Ali Postdoctoral Fellow at Harvard University in 2022. As a Fulbrighter, he completed his PhD in Language and Literacy Education with concentration on TESOL at the University of Georgia, USA. He also holds an M.Ed. in English Language Teaching (ELT) at the University of Glasgow, UK. He is currently affiliated with the Mittal South Asia Institute at Harvard University as an Honorary Research Fellow.

Asadullah Lashari is Assistant Professor and Head of the Department of English, University of Sindh Campus Thatta, Sindh, Pakistan.