Yusop Boonsuk
Introduction: English textbooks shape more than language—they shape identity and belonging. In Thailand's Deep South (TDS), standardized, Western-centric materials often erase local voices and multilingual realities. Purpose: This study investigates the presence of colonial ideologies in English Language Teaching (ELT) textbooks used in secondary schools across nine institutions in TDS, a linguistically diverse region often marginalized in national education policies. Methodology: Utilizing qualitative data from focus group discussions with students and teachers, semi-structured interviews with school administrators, and insights gathered from a Global Englishes Awareness Workshop conducted with student participants. Findings: The findings reveal how these textbooks reinforce ideologies such as native speakerism, monolingualism, and standard English norms. These frameworks marginalize local identities, overlook multilingual realities, and perpetuate educational inequities. The findings show a disconnect between textbook content and learners' lived experiences. Textbooks privilege Western cultural narratives, devalue local epistemologies and fail to prepare students for real-world multilingual and intercultural communication. However, educators and students demonstrate significant agency in adapting and critiquing textbook content to address these gaps. Originality/Value: Integrating critical theory and empirical evidence, the study offers practical recommendations for redesigning ELT textbooks to advance equity and inclusion through a Global Englishes-informed lens. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Faculty of Education, Prince of Songkla University, Pattani, Thailand; College of Education, Korea University, Seoul, South Korea; Department of Nonformal Education, Faculty of Education, Universitas Negeri Malang, East Java, Indonesia
