Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review

Abstract

Due to the increasing prominence of English learning in European post-Soviet states, English language teacher education in Poland has adapted to meet English learning needs in the post-Soviet (1989–present) era. This chapter provides a review of literature on language policy, linguistic imperialism, and English language teacher education in Poland. This work is framed in language-in-education planning and linguistic imperialism to examine English language teacher education in Poland. Linguistic imperialism suggests that certain language policies serve to reify colonial and imperialistic practices that prioritize the status of one language over another. The status ascribed to English in post-Soviet Poland contributes to English hegemony, where the language itself is a symbol of power and dominance. This chapter draws upon the existing literature in the field to examine the effects of English and English language teacher education programs on education in Poland today. Our analysis suggests that English, which is largely viewed as a unifying lingua franca and tool to achieve economic success, also reinforces an imperialist agenda. We raise questions about language policies and planning in Poland and recommend a critical re-evaluation of policies to ensure a more equitable ecology of linguistic sustainability.KeywordsTeacher educationPost-Soviet PolandLinguistic imperialismLanguage planning