Drawing on the underrepresentation of the Global South in global knowledge production with a focus on the existing inequalities, the book highlights the importance of postcolonial narratives within Global Southern epistemologies in English language teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL).
Chapters consider the epistemological landscapes of these fields, their dedication to English teaching and English-related topics, and the intersection of the coloniality of language and the supremacy of English worldwide. The book explores the type of discussion that is needed to advance a more nuanced understanding of sociopolitical circumstances and how they shape our academic practices and theorizations of ELT and TESOL. In doing so, chapters examine the current geopolitics of knowledge that are found in journal publishing, citing how it favours the Global North, and further exploring ways of decolonizing language practices, teaching approaches and research cultures.
Calling for greater visibility and recognition of Southern ways of knowing within ELT and TESOL practice and research, the book will be an essential reading for scholars, researchers and students of TESOL, ELT, Applied Linguistics and multilingualism.
Drawing on the underrepresentation of the Global South in global knowledge production with a focus on the existing inequalities, the book highlights the importance of postcolonial narratives in Global Southern epistemologies in ELT and TESOL.
1. What Prompted This Research: Rationales and Objectives
2. The Lack of
Epistemic Diversity in ELT, TESOL and Applied Linguistics: Most Prominent
Peer-Reviewed Journals
3. Colonial Structures and the Skewed Geopolitics of
Knowledge in ELT, TESOL and Applied Linguistics
4. The Interlacement of the
Geopolitics of Knowledge and Language
5. South-North Inter-Epistemic
Dialogue in ELT, TESOL and Applied Linguistics: Cognitive and Epistemic
Dissonance?
6. South-South Inter-Epistemic Dialogue: Southern ELTs, TESOLs
and Applied Linguistics(s)
7. Postcolonial Discourses in ELT, TESOL and
Applied Linguistics Knowledge
8. Decolonial Knowledges in ELT, TESOL and
Applied Linguistics Theory and Practice
Hamza Rboul is a Research Assistant Professor, Department of International Education, Education University of Hong Kong, Hong Kong.
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