Language ideologies are a powerful way of perpetuating inequalities, as peripheralized speakers who have internalized the lack of legitimacy attributed to them often end up reproducing censure rather than resisting it. Foregrounding the affective dimension, this paper explores the role of shame as a fulcrum articulating the individual with the…

This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the…

As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a Lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity.…

A growing interest has been witnessed in analysing second language (L2) learner motivation in English as an Additional Language (EAL) instruction around the world. Despite extensive scholarship in this area, revisiting learner motivation is warranted due to some unprecedented developments that impact EAL teaching, such as the prevalence of World…

Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include…

English language teaching (ELT) professionals are integral to internationalization and globalization processes universities around the world are pursuing. In doing so, ELT professionals have become complicit with issues that relate to colonialism and imperialism. These issues continue to have a detrimental effect on our societies, keeping the…

Traditionally, many English language teachers around the world have conformed to an English as a foreign language (EFL) model. In this model, they expose their students to the standard language norms of English-dominant nations, such as the United States and the United Kingdom. However, English learners do not only need language skills to…

Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this…

Singapore is an ethnically, linguistically, and culturally diverse nation-state that has always practiced deliberate language policy and planning. The bilingual education policy, introduced shortly after the young nation's independence has led to the emergence of English-knowing bilinguals who are proficient in both English and their ethnically…

The aim of this personal reflection is to revisit the major concepts that have informed my academic research in the area of applied linguistics and second language development, and show how my overall pedagogical approach has evolved, thanks to the contribution of Vygotsky's sociocultural theory (SCT). The main focus of this paper is on the…

In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices…

Bilingual education has steadily risen in the United States since the Supreme Court case of "Lau vs. Nichols in 1974." Despite this proliferation of bilingual programs, notable challenges and discrepancies exist for bilingual programs devoted to Asian languages and Asian American and Pacific Islander (AAPI) communities. The rising…

In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In…

Aya Matsuda is Associate Professor of Applied Linguistics in the Department of English at Arizona State University, Tempe, USA. Her research interests include World Englishes (WE), the use of English as an international language (EIL), and the pedagogical implications of the global spread of English. She has published widely in various books and…

This Perspectives article proposes a renewed vision of teaching English to speakers of other languages (TESOL) through a translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory of language asserts an activist agenda to dismantle mono/lingualism, inviting a more dynamic and expansive view of…