Colombian Education faculties in the teacher education programs have taught English using the guide of well-known language textbooks without having in mind those textbook contents can have a high levels superficial cultural components in a conscious or unconscious way, those future teachers of language do not problematize the cultural component of textbooks or take into account the teaching-learning context. The purpose of this research is to examine and compare the concepts of coloniality presented in the English language textbook from multinational publishing house in pre-service English teacher education. Throughout this project, it is proposed to see how multinational publishing houses have a clear colonial purpose in the production of their texts. I want to analyze: How textbooks of international publishing house influence in the teacher training of the EFL student-teachers the coloniality of knowledge and power, the cultural components of English textbooks and the different ways these components are displayed to teach English can be instruments of a dominant cultural reproduction in the way that most of the English teachers once they work for different institutions just follow what the textbooks present and have as a methodology to follow; a methodology which sometimes is imposed by the organization they belong to or the institutions just impose language policies that the teachers have to implement. In a way, the pre-service teacher favors the dominant culture of English and does not offer possibilities to incorporate our local culture.
Coloniality of knowledge and power in ELT pre-service teachers' education in the English language textbooks