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As a language that assures vertical upward mobility and enhanced professional prospects, English may have been framed as a language of power in popular imagination, but its pedagogical dimension is indubitably seen as an unproblematic, value-free cognitive activity marked by ideological neutrality and essential apoliticality. Such a theorization is deeply embedded in its utilitarian value in the increasingly globalizing and digitalized world. However, neo-Marxian critique of education in the last quarter of 20th century has underscored the politics inherent in pedagogical practices through which English is taught in academic institutions. On closer analysis, such a critique evidently forges continuities between the colonial and postcolonial agenda of English Language Teaching (ELT) as a tool for manipulation and consolidation of power and ideology respectively. The primary objet of the paper is to locate and critique these political continuities and ideological overlaps between policies and practices that govern ELT in these eras. In doing so the popular methodologies of ELT like grammar and vocabulary, audio-lingual method and communicative and ICT-enabled approaches will be investigated and possibilities of devising such an alternative pedagogical model will be discussed as would subvert the imperial ideological framework and bring about an abiding decolonization of discipline and nation. Finally, suitability of avant-garde framework of critical pedagogy will be assessed to realize such an ambitious project.
ELT, ideology, critical pedagogy, Indian literature, translation, decolonization
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