مجلة الرسالة للدراسات والبحوث الإنسانية
Volume 11, Numéro 2, Pages 267-277
2026-06-07

Decolonising Efl Education: A Critical Pedagogical Perspective



Authors : Salem Sihem .

Abstract

English is widely taught as a foreign language, often privileging British and American norms rooted in native-speaker ideologies. This orientation reinforces neocolonial power structures and undermines learners’ cultural and linguistic identities. EFL classrooms frequently neglect the diverse realities of global English users. This paper argues for decolonising EFL education through critical pedagogy, advocating a shift from passive instruction to dialogic, problem-posing methods. Incorporating learners’ lived experiences enhances relevance and inclusion. Such practices foster critical awareness, learner empowerment, and active citizenship. It is recommended that EFL educators adopt this decolonial approach to promote democratic, inclusive language education and support social justice.

Keywords

critical pedagogy ; decolonising EFL education ; lived experiences

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