Neoliberalism and the hidden curriculum in ELT materials: Towards a critical synthesis

Calum To

doi:10.54475/jlt.2026.005

Authors

Calum To Nara Women's University https://orcid.org/0009-0000-4341-4623

DOI:

https://doi.org/10.54475/jlt.2026.005

Keywords:

neoliberalism, hidden curriculum, critical pedagogy, language teaching materials, textbook analysis, materials evaluation

Abstract

Neoliberalism has expanded from an economic ideology to become embedded across social life, shaping views about everything from healthcare to education. This article begins by outlining key tenets of neoliberalism and how they appear in educational materials through the hidden curriculum, before examining studies exploring a range of global and locally-produced ELT course books. Whilst methodological limitations make it difficult to draw strong conclusions, the article argues that where a neoliberal hidden curriculum is present, it can restrict opportunities for critical thinking and language development. Learner responses to such content are then presented, with findings suggesting complex and at times contradictory reactions. The article concludes by discussing implications for teaching practice, proposing that critical pedagogy offers teachers a way to transform such neoliberal content into opportunities for linguistic and critical development.

Author Biography

Calum To, Nara Women's University

Calum To is a lecturer at the Faculty of Letters, Nara Women's University, Japan, where he teaches English Communication and Intercultural Communication. He graduated from St Hilda's College, University of Oxford with a BA (Hons) in History, and subsequently completed an MSc in Applied Linguistics for Language Teaching at St Anne's College, University of Oxford. His research interests include Global Englishes, listening instruction pedagogy, sociolinguistics, and critical materials assessment. Email: calum.to@cc.nara-wu.ac.jp

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