Colonialingualism: colonial legacies, imperial mindsets, and inequitable practices in English language education

ABSTRACT Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, “official”, and/or colonial languages as opposed to those of endangered and Indigenous languages. This paper contends that privileging dominant colonial knowledges, languages, and neoliberal valorizations of diversity is Colonialingualism. Colonialingualism, covertly or overtly, upholds colonial legacies, imperial mindsets, and inequitable practices. Colonial languages carry colonial legacies and can perpetuate an imperialistic and neoliberal worldview. Languages can be disembodied from place and commodified as mere “resources”, important only for economic “value” rather than cultural importance, in a “modern” global, neoliberal empire. Colonialingualism resides in the “epistemological error” in dominant western thought, characterized by linguistic imperialism and cognitive imperialism; the view that humans are superior to nature; and white (epistemological) supremacy. This “epistemological error” dominates the current mainstream western worldview, institutions, pedagogies, mindsets, and ways of languaging. Colonialingualism is subtractive and detrimental to multilingual, multicultural learners’ identities and heritages; endangered, Indigenous languages and knowledges; minoritized communities; and our environment. This paper argues that: (1) colonialingualism illustrates the “transformative limits” of translanguaging and plurilingualism; and (2) an epistemic “unlearning” of the western “epistemological error” is required to enable equitable use of all languages, languaging processes, and knowledge systems, including those Indigenous and minoritized, in ELE. The example of heritage language pedagogy in the Canadian context will demonstrate how epistemic “unlearning” while languaging can take place.