A theoretical conceptualization of e-learning hegemonies within the context of language teaching

Abstract

While offering global learning opportunities, e-learning and computer assisted language learning (CALL) also have the potential to perpetuate digital colonialism, particularly in the Global South. This study provides a theoretical conceptualization of existing e-learning hegemonies within the context of language teaching, exploring the pervasive influence of linguistic, technological, economic, educational, sociocultural, and sociopolitical hegemonies that create effective barriers to inclusive CALL. It reveals how these hegemonies silently yet effectively lead to the marginalization of certain groups.