Abstract
The research is aimed to explore the intersection of educational linguistics and language ideologies inshaping power relations in pedagogical practices and language policies within ESL classrooms. It alsoexplores how the implicit benefits of language such as perceived superiority of native speakers’ accentnorms or marginalization of local variety affects teaching approaches, the design of curriculum, andlearner identity formation. The study is based on qualitative research which takes insights fromclassroom observation, policy document analysis, and teachers’ interviews. The results highlight thatclassroom discourse is oriented on ideologies that is affected by certain backgrounds among students andteachers on various basis. Further, there are also power dynamics which influence the environment ofclassrooms. The data was taken through convenient sampling technique from 20 university teachers and130 students who were enrolled in university programs. The study further reinforced that unexaminedlanguage ideologies often highlight language inequality which limit intercultural competence and criticalawareness. Finally, the integration of critical educational linguistics will foster the inclusive pedagogieswhich promotes linguistic diversity and the learners’ autonomy of using English in global context. Thefindings contribute in the current debate at the decolonization of English language teachings andhighlight the need for the reformation of policy which will align sociolinguistic realities in multilingualcontexts