[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598034-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598034-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","resisting-the-coloniality-of-english-a-research-review-of-strategies","Resisting the Coloniality of English - A Research Review of Strategies","","Resisting the Coloniality of English examines how the colonial legacy of English instruction remains embedded in TESOL through ongoing structures of othering, racialization, and cultural ideologies. The review surveys proposed strategies and pedagogical applications aimed at confronting colonialism’s enduring influence in English language teaching. Drawing on historical and contemporary accounts, the article positions decolonial options as reflective pathways for practitioners seeking more liberatory ELT practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/resisting-the-coloniality-of-english-a-research-review-of-strategies/598034/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/resisting-the-coloniality-of-english-a-research-review-of-strategies/598034.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the article address in TESOL?","Question",{"text":63,"@type":64},"It addresses the continuing influence of colonialism in English language teaching, including how colonial English practices shape ideologies and persist through structures of othering.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the article’s purpose?",{"text":68,"@type":64},"The article provides a brief research review of proposed strategies for educators to address colonialism’s enduring effects in English teaching and move toward decolonial options.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article connect colonial history to modern English teaching?",{"text":72,"@type":64},"It links contemporary English language teaching to long histories of global empire and capitalist conquest, illustrating how imperial institutions and educational publishing helped spread colonial English texts and related epistemologies.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598034,1792171490,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Resisting the Coloniality of English: A Research Review of Strategies  \nThe colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of English teaching given the realities of the colonial context. The purpose of this article is to present a brief overview of the different proposed strategies for addressing the enduring influence of colonialism in English language teaching. Specifically, it provides a research review of the various methods and pedagogical applications for addressing colonialism in English instruction. This article is intended as a resource to aid practitioners in working reflectively with the continuing effects of colonial English while moving toward decolonial options for English language teaching.  \nThe theme of my set tonight will be colonialism—which is why I will be speaking only in English. (Hari Kondabolu)  \nIntroduction  \nIn 1888, Commissioner of Indian Affairs J. D. C. Atkins declared  \nthat English instruction would provide a method to educate In  \ndians out of their barbarous ways.“The first step to be taken toward civilization,” Atkins exclaimed, “toward teaching the Indians the mischief and folly of continuing in their barbarous practices, is to teach them the English language”(p. 679) . His sentiment captures the complex, intertwined relationship between colonialism, English language teaching,1 and what Omi and Winant (1994) term the process of racialization. It also hints at the prevalence of colonial English imposition as a historical technique for establishing global conquest (Canagarajah, 1999; Hsu, 2015; Kumaravadivelu, 1999, 2003; Motha,  \nThe CATESOL Journal 29.1 • 2017 • 111  \n2006, 2014; Pennycook, 1998; Phillipson, 1992). Indeed, without prior knowledge of Commissioner Atkins, one maybe left to guess whether the quote was in reference to South Asian Indians or American Indians in the US (he was making specific reference to the latter), as the context of colonial English applied to the racial and linguistic othering of both groups.  \nThe extensive colonial histories of English instruction have become a critical concern among those involved in various aspects of English language teaching, and they are especially relevant within the field of TESOL (Canagarajah, 1999; Kumaravadivelu, 2016; Lin & Luke, 2006; Motha, 2014; Vamanathan, 2006) . As Pennycook (1998) noted, “Some of the central ideologies of current English Language Teaching have their origins in the cultural constructions of colonialism,” pointedly identifying how “[t]he colonial construction of Self and Other, of the ‘TE’ and ‘SOL’ of TESOL remain in many domains of ELT”(p. 22). Thus, the realities of colonial conquest are fundamentally entrenched within the field through persisting structures of colonial othering. While it is promising that increasing attention and literature are addressing the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of English teaching given the omnipresent context of colonialism and its many current manifestations. The purpose of this article is to present a brief overview of the different proposed strategies for educators to address the enduring influence of colonialism in English teaching. Specifically, this article provides a research review of the various recommendations for reconciling the complex relationship between colonialism and English instruction. It examines the landscape of options generated in the literature and delineates the different proposed suggestions for attending to the realities of colonialism and for moving toward liberatory English practices. Thus, this article is inten","cbCaidkke1pBPZuS","https://ap.wps.com/l/cbCaidkke1pBPZuS","pdf",260883,22,"English","# Introduction\n# Context\n## Colonial histories and TESOL implications","[{\"question\":\"What problem does the article address in TESOL?\",\"answer\":\"It addresses the continuing influence of colonialism in English language teaching, including how colonial English practices shape ideologies and persist through structures of othering.\"},{\"question\":\"What is the article’s purpose?\",\"answer\":\"The article provides a brief research review of proposed strategies for educators to address colonialism’s enduring effects in English teaching and move toward decolonial options.\"},{\"question\":\"How does the article connect colonial history to modern English teaching?\",\"answer\":\"It links contemporary English language teaching to long histories of global empire and capitalist conquest, illustrating how imperial institutions and educational publishing helped spread colonial English texts and related epistemologies.\"}]","Resisting the Coloniality of English - A Research Review of Strategies | PDF",1792086173,55]