This article considers Intensive English Programs (IEPs) affiliated with higher education institutions of the Global North from the perspective of a decolonial option in which English is viewed as a tool of modernity used for colonization and the maintenance of unequal socioeconomic and power structures. Via nuanced description (Pennycook and Makoni 2020) of two colonizing practices typical to IEPs—namely, recruitment and advocacy—the article argues that the traits of resiliency, innovation, and genius commonly ascribed to IEPs are qualities that lend themselves to the refoundation, reconfiguration, and reconstruction (de Sousa Santos 2019) of alternative visions. In this way, IEPs have the opportunity to promote the liberatory visions of applied linguistics’ practitioners and to positively influence decolonialization of the field. Because of their historical involvement in English language teaching and the industry it has spawned, applied linguists have an obligation to foster these changes, which need not affect the ability of IEPs to conduct language pedagogy or to provide the field with opportunities for research, teacher training, and professional development.

中文翻译：

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强化英语课程中的创新、弹性和天才：非殖民化招聘和矛盾的宣传

本文从非殖民化选项的角度考虑隶属于全球北方高等教育机构的强化英语课程 (IEP)，其中英语被视为用于殖民化和维持不平等的社会经济和权力结构的现代性工具。通过对 IEP 典型的两种殖民实践（即招募和宣传）的细致入微的描述（Pennycook 和 Makoni 2020），文章认为，通常归因于 IEP 的弹性、创新和天才的特征是有助于重建、重新配置的品质，以及替代愿景的重建（de Sousa Santos 2019）。通过这种方式，IEP 有机会促进应用语言学从业者的解放愿景，并对该领域的非殖民化产生积极影响。