The decolonization of English Language Teaching (ELT) curricula has emerged as a critical concern in applied linguistics, addressing the persistence of Eurocentric norms that marginalize local languages, knowledge systems, and cultural identities. This study employs a critical literature review methodology to synthesize scholarship published between 2023 and 2025, examining theoretical, empirical, and pedagogical interventions aimed at curriculum reform. Using systematic searches of Scopus, ERIC, and Google Scholar, studies were selected and analyzed through thematic coding using NVivo software, focusing on major themes including Eurocentric dominance, World Englishes, trans-languaging, teacher education, assessment, and policy. Findings reveal that conventional curricula continue to privilege native-speaker norms, perpetuating linguistic hierarchies and limiting learner agency, while decolonial strategies such as translanguaging and integration of World Englishes foster inclusivity, validate learners’ sociolinguistic identities, and enhance engagement. The study further highlights the critical roles of teacher preparation, culturally responsive materials, assessment reform, and participatory curriculum design in supporting systemic change. Implications for policy, pedagogy, and future research are discussed, emphasizing the need for context-sensitive, socially just, and sustainable approaches to ELT curriculum development. The study contributes to the growing body of knowledge on decolonial education by providing evidence-based insights and practical recommendations for transforming English language education in multilingual and postcolonial contexts.