American Research Journal of English and Literature

The article reviews the deeply embedded imperialistic history in the language teaching and learning landscape. It critically looks into two identical articles yet thematically quite disparate angles that reveal the most pressing and talked about concerns around the imperialist institutions since the incipience of the idea of linguistic imperialism as well as subconscious subscriptions to secret following of the colonizers’ cultural nuances by non-native teachers and learners through teaching and learning materials made available by the UK and USA. It concentrates its focus on age long topics such as the tendency among no-native learners and teachers towards perfecting and prioritizing phonology, near-native proficiency, and inclusion of native culture in their conversation, teaching, and reading. Finally, the wilful evasion of the admission by non-native speaker teachers and students alike to the consequences of being subtly inculcated into western culture due to the West’s strategic launching of discipline like TESOL to silently avoid thewatch of non-native speakers is discussed with much greater profoundness.