In Malaysia and some parts of Southeast Asia, efforts to decolonise the English language classroom remain minimal. While there are scholars who advocate criticality towards western-centric perspectives on language education, related work has largely been confined to individual teachers' classrooms. This is further problematised when students'…

This book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type…

This paper explores the relationship between language education and identity realization and the consequences of choosing either an Indigenous or a colonial language education approach. The focus is on the African postcolonial context; however, the arguments are also substantiated by examples from other parts of the world. I argue for a…

The paper explores the impact of the growth in English medium instruction (EMI) on the field of ELT. Increasing studies report students' language-related challenges and linguistic preparedness to be major barriers to successful implementation of EMI. These challenges, which have accompanied an unfettered growth in EMI provision, impact on…

English Medium Instruction (EMI), as a phenomenon occurring in the non-Anglophone world, has been matched by a growth in research output on the topic and is now an important and established field of study. A great deal of research attention has been devoted to attitudes held by the key stakeholders in this form of education: teachers, students,…

English medium instruction (EMI) can become pantomime in the context of higher education, and such non-participation can be shaped and explained by learners' refusing to invest in the English learning practices while performing their learner/speaker/user identities. Taking a Bourdieusian stance on this issue, the study discusses techno-reflective…

One of the most important conditions needed to acquire pragmatic competence--knowing the rules of a language and how to apply them to communicate--is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language…

This paper provides an overview of English language education policies and practices in Hong Kong. It examines changes and developments in policymaking and implementation across the education system. Based on a qualitative analysis of government documents and empirical studies, this review utilizes a sociocultural framework in characterizing…

Our article presents the development, conceptual toolkit, and preliminary observations of an interdisciplinary Language Across the Curriculum (LAC) professional development seminar at our urban community college in Queens, New York. Although innovative in promoting inclusion and diversity, the college reflects a common monolingual 'Standard…

Research in English as a Lingua Franca (ELF), that is the medium of communication between people who come from different linguacultural backgrounds, has created a rich body of work in various areas. This article focuses on a more recent development of this research for teachers and teacher educators in the perspective of critical language…

Much language teaching still depends on assumptions established in the nineteenth century, namely the priority of speech over writing, the maximal use of the target language in the classroom, the rejection of explicit explanation of grammar and the use of the native speaker as the role model for the student. None of these assumptions are supported…

Universities in English medium instruction (EMI) settings are generally reticent about the linguistic diversity of their student body. Very often, a monolingual mindset dominates institutional thinking that casts linguistic diversity as obstacle rather than asset for the EMI curriculum. This has given rise to deficit models of English language…

Higher education organizations in countries where English is not the native tongue must function in a multilingual mode, using English as their primary language for scientific exchange and academic publication and relying on the native language for instruction and administration. When operating in a multilingual mode of communication and identity…

Content and Language Integrated Learning (CLIL) is a popular teaching approach that is being enthusiastically adopted across Japan (Ikeda, M. 2019. "CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education." In "Innovation in Language Teaching and Learning: The Case of Japan," edited by H.…

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden…