Academic Coloniality in ELT: the case of an Algerian University

Abstract This study explores the concept of ‘Academic Coloniality’ in ELT at an Algerian University. Academic Coloniality refers to the practices and beliefs of people involved in ELT that contribute to the production, manifestation, and reproduction of power patterns between the ‘native speakers’ of English and its learners. Through this, we aim to show how the beliefs and reported practices of seven participants within ELT at an Algerian university contribute to it. Data was collected using semi-structured interviews and analysed using critical discourse analysis. Findings suggest that Academic Coloniality manifests itself in participants’ continuous quest to achieve ‘native-like’ competence and adopt their norms. This resulted from the context, daily interactions, and effects of media. Coupled with gatekeepers’ resistance to change, these contribute to the reproduction of Academic Coloniality. In this sense, the concept is a useful tool to conceptualize and contextualize practices and beliefs within ELT that prevent its decolonization.