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This edited book makes a much-needed contribution to the scholarship focused on critically examining concepts, discourses, and frameworks of diversity in English language education. It offers global perspectives from both established and emergent scholars in the domains of material design, teacher education, policy analysis, teacher identity in English language education and research. The authors employ a range of approaches to investigate diversity-related issues from textbook analysis and poetic autoethnography to larger qualitative, interview-based studies with English language teachers, student teachers, and families. Covering seminal issues such as the diversity lost (or available) within and across traditional English language categorizations (e.g., ESL/EFL, English as a lingua franca) to the use of ChatGPT in English language education, this volume confronts ideologies that reproduce neoliberal and Eurocentric engagements with diversity, despite the appearance of plurality, and calls for a care-centered engagement with diversity. This book will be of interest to teachers, teacher educators, policy makers, material designers, and researchers in fields including Applied Linguistics, TESOL, Teacher Education, Sociology of Education, and Cultural Studies, among others.
List of contents
Introduction (Vander Tavares).- Part 1: (Mis)Recognizing existing diversities in English language education.- Exploring diversity issues in ESL/ELL categories (Lee Gunderson).- Embracing English diversity: An institutional approach to English as a lingua franca (Ayako Suzuki).- Diversity comes from the outside world: Challenging an assumption underlying Japan s English education policy (Yoko Kobayashi).- Part 2: Decolonizing diversity in English language teaching.- Beyond inclusion: The complexities of diversity-oriented pedagogy in the ESL classroom (Jiye Han and Jaran Shin).- Decolonizing diversity in EFL writing classrooms: A poetic autoethnography (Shizhou Yang).- A call for diversity in cultural representations in English textbooks: The case for Hong Kong from a critical applied linguistics perspective (Manfred Man-fat Wu).- Part 3: Mechanisms of inclusion/exclusion in English language (teaching) policies and frameworks around the world.- It s a challenge to live in another world: Engaging newcomer immigrant families in the Midwestern United States (Hyesun Cho and Jiahong Annie Wang).- Diversity in English language teaching in Brazil: A critical glance into the topic (Ana Karina O. de Nascimento, Gildete Cecília Neri Santos Teles, and Thiago de Melo Cardoso Santos).- Debilitating discourses of diversity: English language education disguised as multilingual education in Hong Kong (Natalie Choi and Jim Chan).- Part 4: Diversity within TESOL (teacher) education programs in international contexts.- The appearance of inclusion: Problematising diversity in transnational TESOL education (Natalia Wright).- Towards critical professionalism and linguistic justice in initial language teacher education (Mónica Lourenço and Ana Sofia Pinho).- Identity transitions of diverse faculty and doctoral students in internationalized higher education: A collaborative autoethnography (Hyun-Sook Kang, Elena Broscritto, Jasmine Carruth, Parya Jangjou, Chuyang Summer Xu).- Part 5: Diversity in English language education in times of uncertainty.- The impact of war on teaching cultural content in relation to the linguistic, cultural, and religious diversity of Israeli schools (Evgenia Lavrenteva).- Critical thinking and ChatGPT: Navigating diversity in English language education (Weijun Liang).
About the author
Vander Tavares
is an Associate Professor of Education at University of Inland Norway. He holds a PhD in linguistics and applied linguistics from York University, Canada. His research interests include critical second language education, teacher education, and the internationalization of higher and language education.
Summary
This edited book makes a much-needed contribution to the scholarship focused on critically examining concepts, discourses, and frameworks of diversity in English language education. It offers global perspectives from both established and emergent scholars in the domains of material design, teacher education, policy analysis, teacher identity in English language education and research. The authors employ a range of approaches to investigate diversity-related issues from textbook analysis and poetic autoethnography to larger qualitative, interview-based studies with English language teachers, student teachers, and families. Covering seminal issues such as the diversity lost (or available) within and across traditional English language categorizations (e.g., ESL/EFL, English as a lingua franca) to the use of ChatGPT in English language education, this volume confronts ideologies that reproduce neoliberal and Eurocentric engagements with diversity, despite the appearance of plurality, and calls for a care-centered engagement with diversity. This book will be of interest to teachers, teacher educators, policy makers, material designers, and researchers in fields including Applied Linguistics, TESOL, Teacher Education, Sociology of Education, and Cultural Studies, among others.
