Full Description
This edited book examines decolonization in applied linguistics, focusing on language teacher preparation across the Global North and South. It brings together diverse voices to challenge colonial legacies and promote more just, inclusive, and locally grounded approaches to education.
Organized into three sections—challenges, programs, and strategies—the volume first explores systemic barriers that continue to shape language education. It then highlights successful models from varied global contexts, including Southeast Asia, Europe, and the Americas, that reimagine language teacher preparation through critical pedagogy, translanguaging, and community collaboration. The final section offers practical strategies for future action, such as the ethical use of technology to empower marginalized voices in the classroom.
With key themes of decolonization, applied linguistics, language teacher education, social justice, and Global North-Global South collaboration, this collection provides essential insights for educators, researchers, and policymakers seeking to reshape language teaching in more equitable and culturally responsive ways.
Contents
Chapter 1 - Introduction.- Chapter 2 - Anti-colonial micro-moments in language teacher training.- Chapter 3 - Critical language pedagogy principles for Brazilian teacher education programs.- Chapter 4 - The evaluation of a pilot ESOL 16+ course for newcomers in Northern Ireland.- Chapter 5 - Decolonizing Gestures through Community-Engaged Partnerships.- Chapter 6 - LCTL Grassroot Programs as Decolonial Spaces.- Chapter 7 - Decolonial Praxis: Bridging Theory and English Teacher Preparation.- Chapter 8 - Decolonising ELT in Southeast Asia.- Chapter 9 - Borderlands Identities and Translanguaging Stance in Language Teacher Education.- Chapter 10 - Decolonizing Language Instruction: Bilingual Reading to Learn in EFL/EL.
