Decolonising the teaching of English in Ukrainian secondary schools

Abstract 

This project explored three aims: 

• understanding how female secondary school teachers of English in Ukraine perceive decolonised approaches to English language teaching; 
• enhancing their sense of teaching self-efficacy; 
• and developing their thinking about implementing decolonised pedagogies. 

Awareness of decolonised conceptualisations of English and pedagogy was fostered through the design and delivery of a tailored continuing professional development (CPD) programme. 

Decolonising language teaching in Ukraine is particularly complex given the ongoing Russian invasion and the historical devaluation of the Ukrainian language. As the country moves towards Westernisation and increased use of English, there is a risk that one form of linguistic dominance is replaced by another, if English is taught uncritically as a monolithic language. At the same time, efforts to strengthen Ukrainian alongside elevating the status of English may create tensions in teachers’ professional identities and beliefs. 

The CPD programme was delivered to participants using a randomised controlled trial design. Data were collected in two phases: prior to the intervention, focusing on teachers’ understandings of decolonised language teaching and their self-efficacy, and after the intervention, to assess changes in these areas. 

Findings indicate that participants experienced the CPD as stimulating and transformative. The intervention contributed to shifts in perceptions of English teaching, including greater recognition of plurilithic views of language and increased confidence in using English. Participants also expressed a strong desire for further professional development opportunities and access to practical classroom materials grounded in decolonisation principles. 

The project also provided insights into the challenges and possible strategies for supporting teachers working in a context affected by war. For some participants, the programme served as a meaningful and positive distraction. Elements such as flexible scheduling and a blend of synchronous and asynchronous engagement were particularly valued. Overall, the findings suggest that both the research and pedagogical aims were achieved, highlighting a viable pathway for future CPD initiatives. 

Citation 

Lanvers, U., Lunyova, T., Field, L., Wicaksono, R., & Zuyenko, M. (2026). Decolonising the teaching of English in Ukrainian secondary schools: Understanding teachers’ perceptions of English and promoting teacher professional development and well-being. British Council. https://doi.org/10.57884/VEZZ-0W68