This paper is inspired and motivated by emerging scholarship (Guilherme & de Souza, 2019; Macedo, 2019; Phipps, 2019; Pennycook & Makoni, 2019, among others) inviting language and culture education practitioners to question the ideologies underpinning how we think and frame our practice and how we could possibly do so "otherwise", from a performative, decolonial dewesternised lens, challenging the enduring legacies of colonialism in our field. While emergence of this scholarship has been critical in promoting critical engagement with the way in which we conceptualise of our practice, there is a paucity of examples of how this reconceptualisation may look like in practice. In this paper I draw on this emerging scholarship, and specifically on postcolonial/decolonial theories and pluralist approaches to the conceptualisation of language (Train, 2011, Demuro & Gurney, 2018) as well as the postmethod condition (Kumaravadivelu, 2001, 2006) to address the hegemonic, epistemologically imbalanced, monolingualising ideologies underpinning much of the traditional pedagogical practices in language education. Further to the articulation of this theoretical framework, I present a pedagogical outline - currently under development - aimed to integrate a decolonial perspective in the context of Spanish as a foreign language (SFL). Presentation SLIDES.
