Decolonising the ESL/EFL Classroom: Textbook Content, National Identity, and the Malaysia Madani

Traditionally, English as a Second Language (ESL) and English as a Foreign Language (EFL) textbook have been perceived as neutral linguistic tools. However, they frequently reproduce the cultural norms and hegemonic ideologies of dominant English-speaking nations, particularly those from inner-circle countries. Such representations risk marginalising local voices, undermining cultural authenticity, and alienating learners from their lived experiences. Drawing on studies of ESL/EFL textbook analysis from Southeast Asia and the Middle East, this paper identifies four recurring educational themes that shape textbook design: cultural representation, moral and ethical values, intercultural competence, and inclusivity and equity. Positioned within the Malaysian context, the paper argues for the decolonisation of the ESL/EFL classroom through a critical evaluation of textbook content and its alignment with the principles of Malaysia Madani. Accordingly, the four key themes are mapped onto the six core values of Malaysia Madani (Sustainability, Well-being, Creativity, Respect, Confidence, and Compassion) offering a culturally grounded and future-oriented framework for textbook development. Integrating these values into language materials allows Malaysian ESL/EFL textbooks to move beyond Eurocentric narratives and foster ethical awareness, cultural understanding, and civic responsibility. Such an approach not only enhances learners’ linguistic competence but also nurtures socially conscious individuals who are deeply rooted in their national identity. The paper concludes by calling for textbook reform and policy transformation that reflect Malaysia’s multicultural ethos and developmental aspirations, positioning language education as a vehicle for both linguistic empowerment and nation-building.