Decolonizing English Language Pedagogy :Reposisi Identitas Muslim dalam Pembelajaran Academic English di Higher Educaton

Abstract

Abstrak

The dominance of Western-oriented English language pedagogy has raised concerns regarding the marginalization of local cultural and religious identities in academic English learning, particularly in Islamic higher education contexts. This study aims to descriptively explore the repositioning of Muslim identity in academic English learning through decolonizing pedagogical practices in Islamic boarding school-based higher education. This research employed a qualitative descriptive design conducted in an Islamic boarding school-based higher education institution. Participants included English lecturers and undergraduate students enrolled in Academic English courses. Data were collected through classroom observations, semi-structured interviews, and document analysis of teaching materials. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings revealed three major themes: (1) integration of Islamic epistemology in academic English materials, (2) identity negotiation through culturally responsive classroom interaction, and (3) decolonizing assessment practices emphasizing critical and reflective writing. The results indicate that decolonizing English pedagogy supports students in constructing academic voice while maintaining Muslim identity. Additionally, contextualized materials improved student engagement and confidence in academic writing. The study concludes that decolonizing academic English pedagogy promotes inclusive knowledge production and strengthens identity affirmation in Islamic higher education. These findings contribute to the development of culturally responsive English pedagogy and offer pedagogical implications for curriculum design in faith-based institutions.