Abstract
The study was conducted in five countries: Colombia, Mexico, Iraq, Vietnam, and Thailand. It focuses on how English affects students' opportunities for empowerment and global citizenship, particularly for students from disadvantaged, rural, or minority backgrounds.
The research used a mixed-methods approach, combining both quantitative and qualitative data collection. Surveys, interviews, classroom observations, and document analysis were conducted across five higher education institutions in the five countries. The study included teachers, students, and administrators to explore their experiences with English language education. This approach allowed the researchers to identify key patterns and themes while capturing the diverse linguistic and cultural realities of each setting.
The main findings show that while English is important for academic and career success, many students face barriers due to unequal access to quality English education. Traditional teaching methods often focus on 'native speaker' models, which do not reflect the multilingual realities of students. This can have a negative impact on learning and lead to frustration.
The research has several practical implications for improving English language education. It highlights the need to address inequalities by promoting policies that ensure all students, especially those from marginalised and rural backgrounds, have access to quality English language education. Teachers should be trained to use multilingual teaching methods, incorporating students' native languages alongside English to improve understanding and inclusion. Additionally, curricula should reflect local cultures and diverse English varieties, making learning more relevant to students' real-world experiences.
Governments and policymakers are encouraged to review their education policies to ensure greater equity in English language learning. By doing so, they can create more inclusive, diverse, and globally connected education systems that support students' futures.
This research was funded through the British Council Widening Participation grant award scheme.
Citation:
Baker, W., Alhasnawi, S., Álvarez Valencia, J. A., Boonsuk, Y., Ngo, P. L. H., Martínez Sánchez, M. M., Miranda, N., Moran Panero, S., & Ronzón Montiel, G. J. (2024). Decolonising English in higher education: Empowerment, access, and global citizenship in English language teaching. British Council. https://doi.org/10.57884/S52W-PY27
If you would like to explore the ideas from this research in more depth, join the University of Southampton’s course to rethink English Language Teaching with decolonial approaches – Decolonial Perspectives: Innovating English Language Teaching
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Join a Facebook group of ELT practitioners interested in applying decolonial strategies to share ideas and discuss benefits and limitations. You can also get in touch with the authors: W.Baker@soton.ac.uk and S.Moran-Panero@soton.ac.uk or on Instagram: mp_sonia.