There are millions of children attending English as a Medium of Instruction (EMI) government schools for their basic education. The vast majority of these are in countries across the Global South. In these contexts, EMI policy decisions are rarely based on educational arguments while global learning discussions exist with limited engagement with…

This article describes research exploring the potential of arts-based, affective pedagogy to enact the dual mandate of second language programs for adult newcomers to Canada: facilitating official language learning and social integration. Deleuze-Guattarian affect theory informs the study framing both research and pedagogical practices as effects…

Digital interaction in higher education is becoming increasingly ubiquitous. However, the effects that such digital interaction has on the lived experiences of students and teachers within the traditional classroom should be illuminated from different perspectives to inform pedagogy adequately. Therefore, the purpose of this paper is to…

In this paper, as a "SOL" of TESOL, I examine the conjunction between TESOL and colonialism, its manifestation in the South Korean context, and how to create a counter-hegemonic space to envision decolonizing TESOL praxis through explication and repudiation of such colonial discourse in TESOL. In particular, I focus on decolonizing knowledge…