Abstract
Abstract The inherent coloniality of ELT, as both driver and product of Anglophone political power, poses particular challenges for ELT teachers and learners looking to engage with decolonizing agendas. With only scant evidence of these agendas translating into ELT practice, I explored decolonial options, counter-hegemonic actions, with my undergraduate business English learners, adopting a form of practitioner research known as exploratory practice, and centring enquiry on our use of business news articles for a key course component. My learners revealed the potential of decolonial options, and the reflective, exploratory process exposed our language ideologies, with a vocal minority of students resisting any end to the established English-only policy. Suggestions are offered for fellow ELT teachers working in similar settings and who are interested in exploring their own use of authentic materials through a decolonizing lens.
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