Abstract:
The very word ‘politics’ is entangled with English studies in the global south.
There has been a deliberate attempt by ‘the centre’ to perpetuate political, cultural and
ideological hegemony in the ‘periphery countries’ or countries that teach and learn
English as second, foreign, intra and international language. The pedagogy of English
studies followed in the global south is shaped by the very prescriptive approach and
hence they are top-down in nature. It is associated with an act of submission to western
methodological imperialism. However, this paper is expected to develop a critical
understanding of the political, ideological, socio-cultural dimensions associated with
ELT (English Language Teaching) pedagogy. It argues that instead of blindly imitating
Anglo-American models and importing wholesale western pedagogy, a bottom-up,
critical, resistant, home-grown ELT pedagogy should be promoted which would prove
location-specific, context-and-culture sensitive; and therefore, would prove
appropriate for Bangladesh, or in broader sense, for the global south.
