Decolonial approaches to content selection and English language teaching methodology in a global context

Abstract

In the modern global context, English language teaching remains heavily influenced by the colonial legacy, which reinforces the dominance of <«inner circle> norms (United Kingdom, United States), marginalizing local varieties and learners' cultural contexts. This leads to decreased student motivation, the strengthening of cultural hegemony, and the transformation of education into a tool of assimilation. In response to these challenges, decolonial approaches are emerging, aimed at rethinking the content and teaching methods to promote multilingual and multicultural competence. The purpose of this study is to analyze the impact of decolonial practices on the selection of teaching content, instructional methodology, and students' academic outcomes, identifying the advantages and potential difficulties in the global educational space. The study is based on a mixed methodology, combining quantitative and qualitative methods. It was conducted in the format of a quasi-experiment in three universities with a high percentage of international students over the course of one academic year. The sample consisted of 358 participants at the B2-C1 level, divided into a control group $(n=176)$ and an experimental group $(n=182)$. The control group used a standard textbook with Western-centric content, while the experimental group used a specially designed course with texts by postcolonial authors, materials on World Englishes, and tasks analyzing global phenomena through local experience. Assessment methods included language competence tests, Likert scale questionnaires to measure motivation, semi-structured interviews with 18 teachers, and 12 focus groups with students. Data were analyzed using SPSS (Student's t-test, chi-square test) and thematic coding for qualitative data, with a significance level of $p<0.05$. The results show a significant redistribution of cultural content: in the decolonial course, the share of <«inner circle> materials decreased from 81,7% to 33,5%, with an increase in the representation of the outer> and < circles. Student engagement in the experimental group increased (e.g., in the analysis of postcolonial literature - from 4.35 to 8.72 points), as did motivation. Teachers noted the effectiveness of the approach in developing critical thinking (94.2% agreement) but pointed out implementation difficulties (76,4%). Linguistic analysis showed an increase in the use of local varieties (from 1.15 to 6.84 instances) and lexical complexity (from 4.12 to 4.88), with a slight decrease in grammatical accuracy (from 89,6% to 85,3%). The discussion of the results emphasizes that decolonial approaches contribute to inclusive learning, enhancing motivation and linguistic identity, but require systemic support, including teacher retraining and material development. This confirms the need for a shift from Eurocentrism to the pluricentricity of English, fostering a more equitable global education. Ultimately, the study offers an empirical basis for transforming pedagogical practices, balancing benefits and challenges to improve teaching effectiveness.