Intercultural Competence and Linguistic Imperialism in an English Textbook: A Decolonial Perspective from Uzbekistan

This study critically evaluates the 10th-grade English language textbook currently used in Uzbekistan's public high schools from a decolonial perspective.Drawing upon the frameworks of Intercultural Communicative Competence, Linguistic Imperialism, Hidden Curriculum, and Critical Discourse Analysis, the research investigates the extent to which the textbook reflects cultural inclusivity and fosters intercultural competence.The findings reveal that while the textbook incorporates surface-level references to global cultural practices, it predominantly centers Anglo-American narratives, excludes local Uzbek culture, and perpetuates implicit linguistic hierarchies.Evidence of linguistic imperialism is observed through the exclusive promotion of native-speaker English norms and the absence of acknowledgment of Uzbekistan's multilingual realities.Furthermore, analysis of the hidden curriculum and discourse structures demonstrates how the textbook subtly reinforces global power asymmetries, positioning Western lifestyles as modern and aspirational while sidelining non-Western traditions.These results highlight the urgent need for curriculum reform that genuinely embraces cultural diversity and supports additive multilingualism.The study concludes by recommending that future educational materials center local identities alongside global perspectives and that teacher training programs emphasize critical pedagogical approaches.By addressing the cultural and linguistic imbalances in language education resources, Uzbekistan can better equip learners to navigate and contribute to an increasingly interconnected and multicultural world.