ENGLISH TEACHER EDUCATION, LINGUISTIC EDUCATION, AND DIGITAL COLONIALISM

Abstract

This study highlights the importance of documenting the history of the English teacher education, particularly given the limited availability of training programs for prospective English language teachers. At the same time, it stresses the need for educators to remain current, keeping pace with technological advancements and new modes of learning that continuously reshape classroom practices. In this context, the research discusses the demands and risks associated with digital colonialism in both teaching practice and initial teacher education. Drawing on the concepts of linguistic education and digital colonialism, the analysis seeks to understand how the interplay between these themes can inform and strengthen the preparation of English teachers in today’s local context. The findings are expected to demonstrate that in an increasingly globalized world, teachers must be critically prepared to engage with digitally mediated classrooms, while remaining attentive to the challenges posed by digital colonialism.