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.
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
Japans 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.- Its 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).
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.
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