 |
customer@davidpublishing.com |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Have Ukrainians Ceased to Be Masters of Their Own English Language-Teaching Landscape?
Valentyna Guseva
Full-Text PDF
XML 55 Views
DOI:10.17265/2161-623X/2025.03.003
Pedagogical University of Karlsruhe, Karlsruhe, Germany
This paper explores the concept of coloniality in English Language Teaching (ELT) in Ukraine, focusing on the influence of foreign organisations such as the Peace Corps, the British Council, and the American Council since Ukraine’s independence in 1991. While these institutions have contributed to professional development, they have also imposed Western epistemic frameworks, marginalising Ukrainian scholars and methodologies. Drawing on decolonial theories, the study critically examines the dominance of native-speaker norms and foreign-authored textbooks in shaping Ukraine’s TEFL landscape. The paper argues for a shift towards indigenous knowledge production and locally developed ELT practices to foster national academic sovereignty.
coloniality, decoloniality, English Language Teaching (ELT), native speakerism, epistemic dominance, Ukraine, foreign influence, indigenous scholarship
Valentyna Guseva. (2025). Have Ukrainians Ceased to Be Masters of Their Own English Language-Teaching Landscape?. US-China Education Review A, March 2025, Vol. 15, No. 3, 181-188.
American Councils Ukraine. (2025). Programs. Retrieved March 1, 2025 from https://americancouncils.org.ua/en/program/
British Council Ukraine. (2025). Teaching projects: English in universities. Retrieved March 1, 2025 from https://www.britishcouncil.org.ua/en/teach/projects/english-universities
Burlyuk, O. (2019). Fending off a triple inferiority complex in academia: An autoethnography. Journal of Narrative Politics, 6(1), 28-50.
Dengler, R. (2024). Intercultural barriers to language learning in “international course books” in Laos: A case study at Savannakhet University (Doctoral dissertation, PH Karlsruhe).
Gallien, C. (2020). A decolonial turn in the humanities. Journal of Comparative Poetics, 40, 28-58.
Kumaravadivelu, B. (2009). Understanding language teaching: From method to postmethod. London: Routledge.
Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66-85.
Maldonado-Torres, N. (2007). On the coloniality of being: Contributions to the development of a concept. Cultural Studies, 21(2-3), 240-270.
Mignolo, W. D. (2018). Decoloniality and phenomenology: The geopolitics of knowing and epistemic/ontological colonial differences. The Journal of Speculative Philosophy, 32(3), 360-387.
Mignolo, W. D. (2018). On decoloniality: Concepts, analytics, praxis. Durham: Duke University Press.
Peace Corps Ukraine. (2025). Retrieved March 1, 2025 from https://www.peacecorps.gov/ukraine/
Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21(2-3), 168-178.
Sidorova S. D. (2024). Epistemic oppression of Ukrainian voices in the modern western academic space. e-ISSN 2617-5703. Scientific Notes of NaUKMA. Philosophy and Religious Studies. 2024. Volume 14. ORCID: 0000-0002-9663-3894
Zhosan, O. E. (2021). Textbooks and manuals for general secondary education in 1921-1991. Exclusive-System.