English language education in postcolonial contexts: A systematic review of curriculum and instruction in higher education

Abstract

English language education in the post-colonial era presents a complex interplay of national identity, linguistic preservation, and globalization's demands. Despite significant transformations in curricula and pedagogy, a comprehensive understanding of these dynamics, particularly regarding the practical implications for future educational strategies, remains an area for further synthesis. This systematic literature review aimed to describe the evolution of English language education in postcolonial contexts, specifically uncovering transformations in curriculum, teaching approaches, and the role of local languages. Utilizing stringent inclusion criteria, four peer-reviewed articles from the Scopus database (Q1-Q2, 2021-2022) focusing on postcolonial English teaching/learning in EFL/ESL contexts were analyzed. Key findings reveal that English language learning in the post-colonial period has undergone significant transformations driven by the redefinition of national identity, the imperative to preserve local languages, and the challenges of globalization. These insights highlight diverse educational approaches addressing colonial legacies and promoting cultural and multicultural inclusion. The study concludes that understanding the evolving role of English in post-colonial societies contributes significantly to developing educational policies that are responsive to complex cultural and social dynamics in a globalized era.