Decolonizing ELT through Argentine legends and folktales with the aid of technology:

a proposal

Abstract

 From a decolonial and postmethod perspective, this article explores the integration of Argentine legends and folktales into English language teaching (ELT). Based on the theoretical contributions of Kumaravadivelu, Quijano, Mignolo, Walsh, Byram, and Kramsch, it argues that these cultural expressions can function as meaningful pedagogical resources to support language development and promote intercultural sensitivity. The proposal seeks to challenge Euro-American dominance in conventional teaching materials by incorporating local voices, identities, and knowledge systems that are often marginalized in the English language classroom. It outlines guiding principles and practical suggestions for working with Argentine traditional narratives with the support of a range of digital technologies, linking language practice and intercultural reflection. Finally, the article highlights the need for further classroom-based research to examine the impact of including these narratives and to continue strengthening decolonial and intercultural pedagogies in local ELT contexts.