The CATESOL Journal

The 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.