Decolonizing Bilingual Education: An Antiracist Approach to Language Teaching and Learning

• In Event: Preparing Antiracist ESOL (English for Speakers of Other Languages) Professionals: Creating Racially Just Educational Spaces for Multilingual Learners

Abstract

English language teaching (ELT) has a long history that is deeply rooted in the ideologies of language, race, and colonialism. These ideologies continue to shape the perception of English language teachers and their practices, often reinforcing hegemonic curricula that perpetuate linguistic colonialism and racism (Liu, 2017). The promotion of English as a global lingua franca is frequently associated with Western cultural and linguistic imperialism (Phillipson, 1992), and the teaching of English in many non-English speaking countries is often critiqued as a vehicle for spreading Western values, rather than as a resource for global engagement (Canagarajah, 2006).
Within this context, this presentation explores the critical intersections of race, language, and education, advocating for a decolonized approach to bilingual education that challenges linguistic colonialism and racism. It emphasizes the importance of critical race literacy, multilingualism, and anti-racist pedagogies in fostering educational environments that validate and empower learners and teachers alike. By critiquing the colonial legacies inherent in language teaching and advocating for the celebration of linguistic diversity, this work invites educators to adopt transformative practices that promote equity, justice, and inclusivity in bilingual education.

Authors

• Luciana C. de Oliveira, Virginia Commonwealth University

• Bruno Andrade, Federal University of Rio de Janeiro