Decolonizing English‐Medium Instruction in the Global South

Abstract

AbstractMany societies in the Global South have adopted English‐medium instruction (EMI) policies, but often ignoring—whether by design or involuntarily—the damages caused by the colonial legacy inherent in EMI. This neglect of the repercussions has also been inadequately addressed in the current EMI scholarship. Additionally, overlooking the coloniality and lasting effects of this neglect within the EMI scholarship could inadvertently perpetuate colonial ideologies, policies, and discourses. Therefore, this forum article makes an urgent call for a need to employ a decolonial lens in EMI research and practices in the Global South. This approach seeks to disrupt the entwined relationship between coloniality and EMI by encouraging various stakeholders to critically examine and challenge the unequal power dynamics present in language ideologies, policies, and practices and social groups across diverse educational settings. We argue that a decolonial endeavor obliges us to be mindful of how EMI programs and research may inadvertently favor economic, political, and social advantages for privileged groups and nation‐states.