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The global prominence of English has sparked debates about its sociocultural and sociopolitical implications, particularly in English Language Teaching (ELTELT). Issues, such as prescriptive Western ELT practices, focus on accuracy, and reliance on imported coursebooks often overlook colonial histories and political contexts. Despite this, decolonial perspectives, especially within the Southeast Asian context, remain largely unexplored. Using a phenomenological approach, this study examines decolonisation in teacher preparation programmesteacher preparation programmes through the experiences of four secondary school teachers (two from IndonesiaIndonesia and two from MalaysiaMalaysia). It also contrasts language policy practices in these postcolonial nations, where English is taught as a Second Language (ESL) and a ForeignSoutheast Asia Language (EFLEFL), respectively, and proposes decolonisation strategiesstrategies. Key challenges identified include (1) limited understanding of decolonisation, (2) dependence on Western teaching methodologies, (3) overemphasis on Western cultures, and (4) reliance on imported materialsmaterials. Suggested strategies include (1) integrating local materials and (2) adopting more practical teaching resources.

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Decolonising Teacher Preparation Programmes in Southeast Asia

  • 章节

  • 发表日期：

    2025年

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  • Af’idatul Husniyah,
  • Mohd Iqbal Ahamat,
  • Hasti Rahmaningtyas

摘要

The global prominence of English has sparked debates about its sociocultural and sociopolitical implications, particularly in English Language Teaching (ELTELT). Issues, such as prescriptive Western ELT practices, focus on accuracy, and reliance on imported coursebooks often overlook colonial histories and political contexts. Despite this, decolonial perspectives, especially within the Southeast Asian context, remain largely unexplored. Using a phenomenological approach, this study examines decolonisation in teacher preparation programmesteacher preparation programmes through the experiences of four secondary school teachers (two from IndonesiaIndonesia and two from MalaysiaMalaysia). It also contrasts language policy practices in these postcolonial nations, where English is taught as a Second Language (ESL) and a ForeignSoutheast Asia Language (EFLEFL), respectively, and proposes decolonisation strategiesstrategies. Key challenges identified include (1) limited understanding of decolonisation, (2) dependence on Western teaching methodologies, (3) overemphasis on Western cultures, and (4) reliance on imported materialsmaterials. Suggested strategies include (1) integrating local materials and (2) adopting more practical teaching resources.