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ABSTRACT The emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study explored the possibility of GELT integration in English classrooms from the lens of 18 students, nine teachers, and nine administrators at nine secondary schools in southern Thailand through focus group discussions and semi‐structured interviews. The data from the qualitative content analysis revealed participants’ positive perceptions of GELT since it was viewed as instrumental in preparing learners to take a practical approach when utilizing English beyond specific forms and norms. However, challenges remained in establishing GELT, especially in contexts dominated by native‐speakerism and linguistic imperialism ideologies. Achieving this goal demands coordinated efforts among TESOL practitioners at all levels. These initiatives involve both policymakers who shape English education through top‐down directives and educators, who implement these strategies from the bottom up. The success of this collaboration is critical in revisiting English learning aims, repositioning English proficiency assessment, embracing sociocultural relevance in ELT, introducing translanguaging pedagogy for ELT, and redefining English instructional models to reflect the global diversity of English more accurately. [ABSTRACT FROM AUTHOR]

Language is central to art museum visitor engagement and art interpretation. For university art museums in the United States that primarily exist as teaching and research institutions, language is particularly important in the transference of knowledge and cross-cultural meaning making. Art museums in state universities, much like their national and independent counterparts, have increasingly served more diverse audiences as a by-product of globalization. Using the case study of The Palmer Museum of Art at The Pennsylvania State University as a contested site, I explore some of the barriers of access that museum language presents as a tool of cultural hegemony. When cultural institutions in service to the public perpetuate exclusionary semantic practices, who feels welcomed in these spaces? How do those who are deprived of a sense of belonging navigate these linguistic landscapes? Drawing from a Black feminist perspective, I employed a critical participatory pedagogy in collaboration with university students of color to recast meaning making in art interpretation for museum object labels. I argue that de-centering museum linguistic practices as an intervention of decolonial communication fosters inclusive audience experiences. [ABSTRACT FROM AUTHOR]

This study examines how the English language mediates Korean speakers' expressions and understanding of gender identity. Two groups of participants—a queer group and a general group—were asked to rate their familiarity with 21 English terms using a Likert scale, suggest corresponding Korean terms, and respond to an open-ended question on the role of English terms. The results indicate that the English terms of gender identity have provided labels for various concepts that are unnamed in the Korean language and have empowered queer speakers to assert their identity and have a sense of belonging. Many of the terms, however, were esoteric to those outside the queer community and created a barrier. The study calls for creating accessible language that can capture the experiences of queer Koreans and critically assessing Euro-American centric categories of sexual identities and language. [ABSTRACT FROM AUTHOR]

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) designated the years between 2022 and 2032 as the International Decade of Indigenous Languages in an attempt to promote language "preservation, revitalization and promotion." Such statements convey more than advocacy; they also convey complex politics and histories surrounding settler-colonial and Indigenous encounters through, with, and for Indigenous languages and community practices. What will those encounters look and sound like at the end of the decade? This review traces trajectories toward possible outcomes and political configurations. [ABSTRACT FROM AUTHOR]

Implementing mother tongue-based multilingual education (MTB-MLE) in the Philippines opens opportunities for learner inclusion and access, which is also in harmony with UNESCO's Sustainable Development Goal 4 aimed at achieving quality and inclusive education for all. However, recent attempts to revert to Filipino–English bilingual education foreground the ideological tug-of-war that continues to impact policymakers, researchers, educators, and, most importantly, Filipino learners. As the bilingual model is believed to be valuable to economic and technological growth, the role and relevance of MTB-MLE in a globalized world are challenged. We argue that language views espousing covert dominance continue to permeate language policy discourses in the Philippines, which can impact classroom learning and instruction. Hence, this article analyzes the historical milestones of languages in education and looks at how linguistic imperialism is entrenched in language policies. It also situates language use in the Philippines within a broader sociolinguistic context in which it operates. The article concludes with an inclusive framework on language policy implementation, the Naverin (national, vernacular, and international) model, proposing a balanced view of using various linguistic resources, which might be relevant to other multilingual societies in Southeast Asia. [ABSTRACT FROM AUTHOR]

Language shaming is a prevalent issue in Malaysia, particularly in the online sphere, where English language speakers often face targeted discrimination due to linguistic imperialism and misconceptions. This study aimed to identify the linguistic features and themes underlying language shaming practices and assess the awareness of Malaysian adults and YouTube users regarding this issue. The study combined content analysis of 240 YouTube comments exported using YouTube API and a survey of 100 respondents using qualitative and quantitative approaches. The statements were categorized based on speech acts by Searle and were, further, classified according to Rezvan et al.'s (2018) 5 types of Internet harassment. Findings reveal a significant number of statements classified as expressive speech acts, primarily falling into categories such as intellectual harassment, followed by racial harassment, appearance-related harassment, and political harassment. The analysis also uncovers instances of offensive language shaming directed at public figures in YouTube comments, whereas responses from the survey revealed that a number of Malaysians engage in shaming other YouTube users using derogatory terms and phrases. The study suggests that promoting awareness and a sense of responsibility among Malaysians can help overcome this social issue. Addressing language shaming can create a more inclusive society and prevent individuals from being marginalized based on their language proficiency. [ABSTRACT FROM AUTHOR]

In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to intersectionality, language, colonial history, and power relations. Additionally, while there is a large representation of international students and newly-arrived immigrants in translingual scholarship in US writing and rhetoric studies over the past decade, domestic multilingual writers of color remain underrepresented. Situating translingualism in greater anti-racist initiatives, we discuss research and pedagogical implications that call for joint efforts from translingual scholars and practitioners to strive for linguistic justice and anti-racist translingual practices. [ABSTRACT FROM AUTHOR]

The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson’s text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed.

This article investigates students' perceptions towards English(es), English(es) they desire, and (in)justice in English language teaching (ELT) practices in Indonesian multilingual contexts. Data from semi-structured interviews with five students majoring Arabic Language and Literature at an Islamic university in East Java, Indonesia, were analysed using native speakerism and linguistic imperialism frameworks. The university requires all students to enrol in English for Specific Purposes and Intensive English courses that are worth six credits and to obtain a particular TOEFL score before undergraduate thesis examination. The findings demonstrate that native English maintains its superiority, gains positive association, and is desired to offer chances for international participation such as working in international/multinational companies or studying overseas. Students' teaching/learning activities are dictated under a native English regime. However, limited understanding and lack of awareness of World Englishes or English as lingua franca concepts have contributed to the construction of such ELT as fair practice. [ABSTRACT FROM AUTHOR]

The global spread of English resulted in a surge in the global demand for learning this lingua franca. The majority of English language teaching is conducted through global ELT coursebooks. However, the end users have continuously criticized the promotion of Western values, consolidation of linguistic imperialism, and hegemonic practices through these books. This study describes the process of developing localized English language teaching materials based on research findings and Tomlinson's text-driven approach. The selection of suitable texts is essential for optimizing language learning through SLA principles, such as providing learners with ample opportunities for meaningful language use and directing their attention toward meaning. After development, these materials, along with their accompanying audio and video files, were uploaded to an online platform (www.chamranelt.ir) where language teachers could employ them in their classrooms. This is the most prominent characteristic of the platform, and it is argued that it can be a solution to the possible cultural problems caused by global English language teaching coursebooks. These materials are more learner-centered, more engaging, and can provide learners with numerous opportunities to develop their intercultural communicative competence. Due to their cost-effectiveness, they can be efficiently marketed. [ABSTRACT FROM AUTHOR]

This article argues that the rise of Anglophone parochialism, which signifies the tendency of Anglophone scholars to neglect language learning, is detrimental to historical study. The article argues that historians of all disciplines, including those that focus on Anglophone history, should take language learning seriously. The study adopts a generalist perspective because existing critiques of Anglophone parochialism tend to focus on individual disciplines. Although their points are well made, their restricted scope limits their persuasiveness somewhat, and it also risks obscuring the extent of the problem. The article makes four points. Firstly, and perhaps most urgently, a failure to consult literature in other languages often leads parochial Anglophones to produce impoverished and distorted scholarship. Second, because of the close link between language and culture, learning languages is crucial for gaining cultural awareness and understanding linguistic nuances that defy easy translation. Third, learning languages for academic purposes is more straightforward than many parochial Anglophones assume. Fluency in all respects is usually never required; passive understanding of relevant literature is often sufficient. Machine translation, though no substitute for human effort, can serve as an educational tool. Fourth, Anglophone parochialism disadvantages non-Anglophone scholars whose disciplines have traditionally been multilingual. It forces them to publish in English to receive "international" recognition, a process that requires much time and expense, and that lessens their ability to write in languages with which they may be more familiar. [ABSTRACT FROM AUTHOR]

This article seeks to locate Pakistan’s middle-tier English-medium private schools in the global educational discourse on immersion and submersion. Using qualitative and quantitative data from a case study conducted in Karachi, it highlights the effects of English-medium education on native speakers of the national language, Urdu, among the new middle class. The study findings illustrate the immersive nature of schooling and the importance placed on the English language by key stakeholders, such as administrators, English teachers, and parents, so much so that the majority of surveyed students prefer to do their pleasure reading in English instead of their high-status home language, Urdu. This heritage loss, acutely expressed by Urdu teachers in particular, shows that the students’ initial additive learning experience becomes subtractive due to the extended, unabated exposure to schooling in the English language and the increasing incorporation of English at home by Urdu-speaking parents at the behest of school officials. This research is important because earlier studies have focused on ‘Urdu imperialism’ over the minoritized regional languages in government or low-fee private schools whereas this study demonstrates the erosion of Urdu, the lingua franca across Pakistan, among the new middle class in the face of English’s linguistic imperialism. [ABSTRACT FROM AUTHOR]

This paper will present and discuss a few questions raised in David Damrosch's Comparing the Literatures: Literary Studies in a Global Age, a book that, divided into chapters based on some selected keywords, develops relevant thematic nuclei, bringing to the fore literary authors, critics, and theorists. [ABSTRACT FROM AUTHOR]

As Phillipson warned, “[l]inguistic imperialism [is] alive and kicking” and has become even more subtle in an era when English has become the global lingua franca. With this, this conceptual paper aims to propose features of linguistic neo-imperialism by describing how English has continuously spread and retained its power in various domains particularly in periphery countries, whether ex-colonies or non-colonies. Broadly, we highlight these features from the aspects of communication, business, academia, and education. The features of English linguistic neo-imperialism are interrelated and interactive in these fields, reinforcing the current dominant position of English. We then proceed with drawing implications for the local languages, particularly in their preservation and use alongside English and other dominant lingua francas. [ABSTRACT FROM AUTHOR]

Over the last two decades, the Common European Framework of Reference for Languages (CEFR) has become ubiquitous in ELT. In this article, I consider how differences in the way in which the framework is being interpreted by different powerful actors, including governments and for-profit organizations, affect its usability for ELT practitioners, a key segment of its intended audience and thus, at least in theory, key beneficiaries of its spread. I highlight three key paradoxes faced by ELT practitioners working with the framework, relating to whether CEFR is to be seen as a flexible point of reference or a set standard, whether the communicative competence described by CEFR is to be seen in a conventional, universal sense or from a more dynamic contemporary perspective, and whether CEFR is to be seen as associated with prepackaged methods (textbooks) or as a vehicle for the development of local pedagogies. I conclude by calling for deeper awareness of these paradoxes among ELT practitioners to support the productive implementation of CEFR. [ABSTRACT FROM AUTHOR]

Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.

This paper attempts to identify the attitudes of undergraduate university students in Egypt towards the emergence of English as a global language and as an international language in scientific domains. A total of 54 Engineering and Business students from an English-medium university participated in the study during the academic year 2018-2019. In order to answer the research questions, the study employed two main tools: questionnaires and interviews. SPSS package was used to statistically analyze quantitative data while qualitative data obtained from students' responses in interviews was investigated using content analysis. Results show that most students hold positive attitudes towards English and view it as a unifying tool that facilitates communication across the world. The paper concludes with a call for the application of critical pedagogy (CP) in the practice of ESP and EAP in order to address questions of linguistic and cultural identity. The researcher hopes to encourage curriculum developers and educators to raise students’ awareness towards the complex ideological and social choices they face in learning and using English.

This paper constitutes an introduction to our special issue on Transcending circulations of southern and northern concepts: Towards mobile and dialogic perspectives on language puts the spotlight on the hegemonies and marginalizations of mainstream academic productions and the circulations of concepts in the contemporary fields that are labelled Multilingualism, Applied Linguistics, Sociolinguistics, etc. Transcending the demarcations that have emerged in the Language Sciences broadly conceptualized across time, it particularly attempts to illuminate, through different scholars' engagements, the circulations of concepts inside and across academic circles located in various places on the planet, identified as central or marginal places of production of academic norms, including what is understood as global epistemic circuits. The editors present reflections from their own positionalities and recent trajectories as illustrative points of departure. [ABSTRACT FROM AUTHOR]

International non‐governmental organisations (INGOs) bring together actors from three very different backgrounds: international aid workers, national aid workers generally from the urban middle classes and disadvantaged communities. However, the ways national aid workers negotiate their cultural encounters and use accountability tools and information systems have not been the objects of much research. In this article, we analyse how the Bangladeshi employees of an INGO with headquarters in the United Kingdom and a country branch in Bangladesh are using accountability tools and information systems developed by and for English speakers and how they are coming up with work practices that are more attuned with their cultural and linguistic preferences. [ABSTRACT FROM AUTHOR]

The current study used the capability approach (CA) to explore the English learning experiences of 10 economically vulnerable higher education (HE) students in Colombia in order to better conceptualise English from a capability perspective. In doing so, this paper builds on the empirical and theoretical work of capability scholars which has looked at the role of English in educational settings. It highlights the importance of viewing linguistic capabilities as inchoative since viewing them as fully formed can obscure injustices. These injustices can include poor quality English language education (ELE), an unfavourable financial situation, and a lack of opportunities for exposure to and practice of English. This last-mentioned injustice foregrounds another important dimension of linguistic capabilities: their inter-subjective, relational nature. To aid in this conceptualisation, the paper also draws on Phillipson's [1992. Linguistic Imperialism. Oxford: Oxford University Press] theory of linguistic imperialism to better illustrate how English is implicated in asymmetrical power relations which give rise to oppression and domination. However, this paper also shows how some injustices can be navigated by educationally resilient individuals. The findings of this thesis are therefore of interest not only to language policy experts and other language education stakeholders in developing contexts, but also to capability scholars. [ABSTRACT FROM AUTHOR]

The present paper explores the concept of native-speakerism, which has been described by Adrian Holliday (2006) as "a pervasive ideology within ELT, characterised by the belief that 'native-speaker' teachers represent a 'Western culture' from which spring the ideals both of the English language and of English language methodology". The first section discusses some theoretical issues related to the definition of a 'native speaker', while the second section provides an up-to-date literature review of the ideology of native-speakerism and its effects in English language teachers and learners. The third part presents the results of a study which involved a group of educators who regularly expose preschoolers to foreign languages and were required to fill in a satisfaction questionnaire at the end of a training course. The analysis revealed traces of native-speakerism in some answers and free comments, as well as forms of cultural resistance and counter-framing. [ABSTRACT FROM AUTHOR]

This article investigates how language becomes a contested site for decolonising the study of citizenship. In particular, I look at the linguistic conditions where the English language is used as a means of writing about citizenship and ask: how do we, as authors, decolonise scholarship if the very means to do so requires the language of the colonisers to begin with? Drawing on writers including Ngũgĩ wa Thiong'o, Rey Chow, Jacques Derrida, and Gloria Anzaldúa, this article problematises 'colonial' expectations embedded in the practice of writing, such as an expectation to write like a native speaker, and to produce a coherent understanding of the text. I argue that these writers' approaches to language show various ways in which writing becomes integral to de/coloniality. Building on their works, I further suggest different tactics of writing we can adopt to decolonise citizenship studies. They include: using minoritised languages for writing; provincialising English-speaking scholarship; developing a writing style unique to the author; and disappropriating the text. [ABSTRACT FROM AUTHOR]

The present paper seeks to analyze, based on the decolonial perspective, how the epistemic and ontological elements of the coloniality of power that operates through the linguistic imperialism of English are made present in the hierarchies of knowledge in marketing. For this, we use the generative trajectory, a semiotic theoretical model of meaning, to analyze advertisements of a transnational online English language company operating in Brazil, which reinforces in its communications the importance of learning English as the only way to succeed in the business world and to overcome the backwardness of local culture and language. The semiotic analysis helped to analyze the manipulation path and strategies and the concretization of the narratives present in the communication made through the ads, unveiling epistemic and ontological elements that make up the coloniality of power and its association to English, which was, in turn, related to the hierarchies of knowledge in marketing. [ABSTRACT FROM AUTHOR]

The authors dedicate chapter 7 to recognizing specific individuals from diverse communities by highlighting their contributions towards the Deaf community. The final chapter wraps up the textbook with the authors' reflections on the richness of the Deaf culture and Deaf communities. The authors did a tremendous job in portraying the ever-evolving Deaf culture and Deaf community and its unique contribution to the larger society as a vibrant, interesting, and complex community from authentic perspectives. [Extracted from the article]

This article critically analyses the extent to which research in the field of English and development in the global South supports the claim that English can contribute to development. Particular reference is made to the Colombian context, which, along with several other countries in Latin America, has prioritised English language teaching in recent years through a series of initiatives. In doing so this paper highlights domains where English skills may be more or less useful in developing contexts in general and in Colombia more specifically and identifies factors which may influence the role of English in development. To aid in this analysis, this article draws on Phillipson's (Linguistic imperialism. Oxford University Press, 1992) theory of linguistic imperialism and relevant literature which looks at the role of English and development in the global South. The paper argues that although English may foster development in domains such as employment, trade, migration, and education, this is contingent upon a range of personal and contextual factors including level of Englishand socioeconomic status. It is also argued that, regardless of the contribution that English can make to development, interests in the global North are benefitting from the proliferation of this language in developing contexts. [ABSTRACT FROM AUTHOR]

This article is about foreign languages hegemony in Tunisia. It describes the linguistic situation at the macro and micro levels, the Tunisian and the international linguistic communities, the status of English and French languages throughout the world, and their effects on the Tunisian educational policy. The prevalence of French in Tunisia as the language of science and technology between 1956 and 1987, the way the value of English is promoted in the Tunisian educational system between 1987 and 2011 though Tunisia is a French colonized country, and the tendency to linguistic isolationism since 2011, prove the intrinsic link between language and politics. Political changes at international and local levels shape the local linguistic communities.

The author of the paper studied the experience and attitudes of 30 scholars working at a faculty in Serbia. The results of the questionnaire comply with the findings of much larger linguistic and sociolinguistic studies conducted on the subject in other non-English academic communities. Namely, to achieve personal academic goals and receive international recognition, all respondents are obliged to publish their papers in English. The choice of the publishing language is simple and does not depend on respondent's age, gender, degree of education, scientific field, knowledge of other foreign languages, and English competence. The choice of publishing language is obvious and comes down to English as a lingua franca (ELF) because 93% of scholars questioned consider English the most significant language for their scientific career and research field. Although they all publish their papers in ELF, most of these non-native speakers of English face both linguistic and non-linguistic issues in terms of lack of material resources, access to the latest research and technical problems. However, the bright side of the questionnaire is the finding that as much as 77% of respondents teaching at one faculty in Serbia publish their articles in the national journals in their native language. Thus, it is conclusive that ELF does not represent a threat to the Serbian language which still remains an important channel of publishing. Certainly, it is necessary to conduct a more extensive study on attitudes of a larger number of Serbian scholars regarding publishing in their native language and English, but this sample confirms that ELF is not necessarily a threat to local languages provided that it is regarded as a means of communication between scientists who do not speak the same native language.

The hegemony of English has been explored in several studies since the wake of the twentieth century. Drawing on works of leading linguists, we have drawn our attention to the status of English as a dominating world language that exerts its influence on peripheral literatures of the world. This paper seeks to examine the hegemony of the English language in literary studies, more significantly, in the circulation of world literary pieces. The article discusses how English, at the centre of literary production and circulation, distorts the real essence and concept of 'borderless world literature.' The author begins with a brief discussion about the Gramscian concept of hegemony and its implications and consequences on the world circulation of literary pieces. It proceeds to interrogate the existing model of translation flow in the international book market and proposes an alternative approach to resist English hegemony, followed by the conclusion. [ABSTRACT FROM AUTHOR]

The global spread of English and its role as a lingua franca has created a great demand for learning English worldwide. Up to the present time, this demand has been mostly met by major international publishers of English-speaking countries such as the United States and Britain. However, the promotion of Anglo-American cultural content and ideology through international coursebooks has long been criticized in the EFL settings in which they are used. The current study investigated the cultural appropriacy of these coursebooks for the Iranian context. The main instruments were four researcher-made questionnaires. The questionnaires were first piloted and then administered among 197 teachers and 186 students who were selected based on availability and willingness to cooperate. Next, a one-sample t-test was run on the data and the results showed that the coursebooks spread the hegemony of English. Also, it was found that the coursebooks promote a concept of gender equality which is in contrast with the Iranian concept that assumes equal rights for both sexes in primary rights and not in secondary rights. The findings also suggest that the international teaching materials do not promote nonIslamic western values. Suggestions for developing localized language teaching materials have been put forward.

The present analysis interrogates the ways that American educators and bureaucrats at the turn of the twentieth century conceptualised the project of nationalism and modernity in the newly annexed nation of the Philippines through the trope of 'linguistic unification'. These robust ideologies of language arose from the perception that national progress and democracy were centrally achievable through a shared linguistic code, arising from Enlightenment concepts of nationhood imported from Europe and subsequently figured in the uniquely American framework of exceptionalism, expansionism, and economic logics framed in the political and religious concept of 'benevolent assimilation'. Focusing attention on a series of documents written by American teachers and administrators during the transitional time of the Insular Government from 1900 to 1916, the details of the ideological foundations of the role of English in the Philippines is explored. [ABSTRACT FROM AUTHOR]

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This study problematizes the global spread of English and its status as the default language of the Academy. I ask if English has been appropriated, created anew and pressed into the service of the Global South, or if the demand for the language and burgeoning English Literatures of the world reinforce the divide between speakers of English and those of 'other-ed' languages, and even between 'native' and 'non-native' speakers of English. Simultaneously, I explore and accommodate the utility of English as a tool for challenging hegemonic narratives, but argue that English should not be allowed to become hegemonic itself by being the sole language of critical/ creative debate, proposing bi/ multilingual creative practice to undermine the centrality of English to the creation of counter colonial discourses. This, I call 'decentring' English to be achieved by a syncretic union of English and 'othered' languages in critical hindsight of my creative practice. [ABSTRACT FROM AUTHOR]

This article revisits the language question and interrogates the role of, among other stakeholders, the university in South Africa. It traces the evolution of the language question from the arrival of European settlers up to the present, showing how the question became a complicated one over about three centuries. The article underscores the enormous importance of the intellectualization of African languages, calling for a critical approach to the relevant tasks, bearing in mind their demanding nature. Similarly, a call is made for circumspection regarding the recently emerged concept of translanguaging in relation to African languages, given the African context that is different from Western contexts that started experimenting and theorizing on the concept. Overall, the paper calls for South African language activists, practitioners and scholars to view their work as a long-term selfless struggle that should liberate future generations. [ABSTRACT FROM AUTHOR]

International Sign (IS) and American Sign Language (ASL) have both been used as lingua francas within international deaf contexts. Perspectives on the uses of IS and ASL as lingua francas in such contexts are connected to discourses pertaining to the form, function, status, value, languageness, and global reach of IS and ASL. While there are some historical and usage-based parallels between IS and ASL, they are different types of lingua francas, and their uses as lingua franca are evaluated differently in different contexts. [ABSTRACT FROM AUTHOR]

This article discusses high school reform, in particular its impacts on the Brazilian Sign Language (Libras). It analyzes the negative impacts that the reform provokeson the recognition, value, diffusion and teaching of Libras in basic education, inasmuch asit institutes only the English language teaching as a compulsory subject in high school in Brazil. According to Philipson (1992), linguistic imperialism, in particular of the English language, stands as a strategy of imposition on other languages and cultures, which risk seeing their language and culture erased by strategies of linguistic imperialism. It also discusses high school reform as a negative and exclusionary linguistic policy towards minority languages and Libras,the national language of the deaf people. In this sense, there is an urgent need to discuss the danger of high school reform in homogenizing and devaluing sign languages and other minority languages in Brazil, as a negative and exclusionary linguistic policy.

Phillipson, R. (2012, "Linguistic Imperialism Alive and Kicking." The Guardian, March 13. ) warned that 'linguistic imperialism is alive and kicking'. Although the validity of the linguistic imperialism construct may be questioned in the twenty-first Century as the Anglo-American colonial powers further retreat from the Asian region, linguistic neo-imperialism prevails and the hegemonic power of English continues through its transformation from a colonial language into the lingua franca of the world. This paper tells about a language conflict that happened in a university in Hong Kong, where a local faculty member, when insisting on adopting the local language as the main medium for an in-house meeting, was regarded as advocating linguistic exclusion by a group of native speakers of English. This should not be seen as an isolated case but rather one that illustrates the hegemonic power of English in the era of globalisation. Through a critical analysis of related emails, the major viewpoints of different parties are highlighted to unveil the prevailing forces of linguistic neo-imperialism, and the associated ideologies of the Centre and the Periphery. [ABSTRACT FROM AUTHOR]

While South Korea's 'English fever' has long been the focus of popular and scholarly interest, Chinese has been increasing in popularity in South Korea, concomitant with the rise of China in the global economy. It has even been suggested that Chinese might in the future challenge the dominance of English in South Korea. Drawing on a wide range of government, popular and scholarly discourse, supported by interviews, this article considers the conditions under which Chinese might challenge English in South Korea. Specifically, this article pushes back against the idea that English fever is a result of international forces (globalization) alone, and makes the case that in order to supplant English in South Korea, Chinese would have to usurp the important intranational (domestic) functions of gatekeeping/credentialing that English plays within Korean society at present. The paper concludes by suggesting that Chinese may be more likely to be learned in addition to English rather than replacing English. [ABSTRACT FROM AUTHOR]

The genesis and consolidation of criticality in applied linguistics have contributed to the reconceptualization of its defining aims and scope. This shift toward critical applied linguistics has created spaces for revising language instruction, language assessment, and teacher education. Nonetheless, despite the nexus between applied linguistics and applied pragmatics, the development of critical applied linguistics and other critical trends informed by decoloniality, linguistic imperialism, native speakerism, and heteronormativity has not prompted a critical movement in applied pragmatics. Against this backdrop, this conceptual article seeks to delve into the relevant critical trends to introduce critical applied pragmatics as an emerging field of inquiry and the 10 principles that underpin its epistemic formation and functioning. In view of these principles, implications for critical pragmatics pedagogy and teacher education are proposed. The article ends with conclusions about the transdisciplinary nature of critical applied pragmatics, which falls beyond the scope of traditional/normative applied pragmatics in theorizing and researching, and suggests directions for future research on pragmatics instruction, assessment, materials development, and teacher education. [ABSTRACT FROM AUTHOR]

Increased global mobility, online and offline, can foreground more nuanced interpretations of Global English and its cultural cycles. Adopting a Cosmopolitan Perspective and utilising semi-structured interviews, this study investigated seven Korean English users’ views on English’s global utility and cultural affiliations. Overall, English was highly regarded for its ability to offer global connectivity, opportunity, and access to knowledge. However, while framed as a global asset, it was described merely as a tool among many when engaging with the world. Widespread internet usage leading to increased visibility of many other languages was an implicating factor for English being described as “not the only way”. English’s Western affiliations were affirmed while it was also expressed that English is a vehicle for many global voices encapsulating an ever-evolving international culture. Within the scope of increased global interconnectedness, such perspectives demonstrate that these polarities are not mutually exclusive and are insights not necessarily encumbered by imperialistic undertones. The findings suggest that heightened global mobility is leading to enhanced global sensitivities which can eventuate more critical dispositions towards English usage. This can lead to renewed insights into the characterisation of Global English within ELT practice.

Aims and objectives: In Dagestan, Russian is the language of education, urban way of life, and upward social mobility, and the means of communication between speakers of different languages. This is a result of a quick and drastic change. At the end of the 19th century, Russian was spoken by less than 1% of the population. The aim of this paper is to understand how such rapid spread of Russian as an L2 became possible. Approach: The study uses quantitative data on Dagestanians' language repertoires. We relate the command of Russian to certain facts from people's biographies, such as the level of education, migration, warfare and military service, and other professional experience, and run regression analysis. Data and analysis: The data were collected by the method of retrospective family interviews during numerous field trips to highland Dagestan. We use information on 3519 individuals collected in 27 villages. Findings/conclusions: We conclude that the compulsory school education introduced in Dagestan in the 1930s is the social mechanism that resulted in the spread of Russian and its later development into a lingua franca. Russian was imposed from above and supported by the ideology that associated it with future and progress. Originality: This is the first attempt to apply quantitative methods to a large collection of field data to reveal social mechanisms underlying the spread of a single L2 instead of local bilingualism. Significance/implications: The spread of one lingua franca across a large territory is attested in many areas. We suppose that lingua francas of different origin result from different constellations of social factors and show that in Dagestan lingua franca was imposed by the authorities via a systematic educational campaign. We also suggest it was the extreme linguistic diversity of Dagestan that brought Russian from a widely known L2 to a lingua franca. [ABSTRACT FROM AUTHOR]

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Purpose - Commercially produced educational materials often reflect the pedagogical beliefs and culture(s) of the content developers. While many teachers involved in teaching English as a foreign language have relied on commercially published content in the past, the advent of ubiquitous technology has afforded them the ability to create content that is contextualised and to share it with other educators across the globe. The purpose of this study is to investigate cultural determinants which affect the pedagogical decisions of teachers when designing content. Design/methodology/approach - This case study, conducted at a higher educational institution in the Gulf, addresses the issues that arise when cultures or ideologies of educators as material developers are different to that of the target audience. Three semi-structured interviews with teachers were conducted in an effort to understand cultural determinants that influence decision-making about pedagogy when creating inhouse content to motivate undergraduate students on an English language program in the United Arab Emirates. Findings - The results of this study indicated that the participants maintained mainly essentialist perspectives of local cultures and sub-cultures and their thinking in content creation was not all that different to that of commercial publishers. Practical implications - This study holds implications for awareness-raising and pedagogical training for educators involved in in-house content development. Originality/value - This case study addresses an area that has been under-researched in the Gulf region. [ABSTRACT FROM AUTHOR]

Today one of the most disconcerting questions confronting the postcolonial world is whether its political liberation led to its linguistic liberation as well, and, if not, why not? This larger concern, however, with reference to Pakistani literature, leads to two subsidiary questions: first, how to define Pakistani literature and, second, who stands for it. This is the question which this paper has tried to explore because, unlike other literatures, Pakistani literature, at present, is being presented by those who write mostly in English, not Urdu. To make things thornier, many of them are not even Pakistani citizens, some not even of Pakistani origin and quite a few have never been to Pakistan. Above all, they write in English -- still an elitist language in Pakistan which continues to have crippling effects on education, economy, social psychology and history of the country. Call it an irony of history or an outcome of contemporary linguistic imperialism of English, that whenever the phrase Pakistani literature is used it mostly evokes the idea of the writings available in English by such writers as Hanif Kureshi, Aamir Hussain, Nadeem Aslam, Zulfikar Ghose, Kamila Shamsie, Mohsin Hamid, etc. This is an interesting oddity which we usually do not find with regard to other literatures e.g. American literature, German literature or French literature. As a result, for a vast majority of Pakistani writers, this dominance of English implies a new reign of silence and a perpetual marginalization. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, I attempt to trace the evolution of LAEL over the 50 years of its history, intertwining the narrative with my own personal trajectory since my arrival in Brazil in 1976. The narrative makes no claim to being a step by step account of the different facets of the Programme’s history. Rather, the focus is on how its developments through the years mirror the fortunes of the very area of academic pursuit we call Applied Linguistics.

Knowledge of English as a means of communication among nations of the world is regarded as a must have asset by everyone in today’s world. However, many scholars and writers advocate the imperialist view arguing that the globalization of English results in an increasing intrusion of English into the lives of people exerting dominance, power, culture, ideology and language of English speaking countries over the periphery countries. Taking up an anti-imperialist stance, the author of this literature critically examines studies completed on EFL students’ attitudes towards learning English language to date and determines how popular English is in Iran in comparison to other foreign languages. After having discovered the popularity of English in Iran, the author argues against the strict anti-intrusion policies of Iranian government which has so far led to proposed bans or tight restrictions on ELT in Iran. The objective is to call on political extremists to moderate their stance on their anti-intrusion policies. The author collected findings from dozens of studies published in post-revolutionary Iran between 1977 and 2019 and concluded that the participants found English learning beneficial and mostly favoured. Findings highlight highly positive attitudes towards learning English that do not fit the linguistic imperialism paradigm. The paper, therefore, argues against linguistic imperialism, its credibility and the many disadvantages that have been linked to it by highlighting a massive influx of respondents' high inclination towards learning English that show a dramatic increase over time and positive expressions on the positive effects of English on the country's social, economic, and scientific growth. Eventually, the paper prescribes negotiation rather than prohibition. Negotiation and respect are beneficial for both sides, for people and government. The views and opinions expressed in this article promise clear implications for government officials, educators, parents, EFL teachers and policy-makers.

The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

Globalization in the early 21st century can be considered as the age of inequality that splits the world into the rich North and the poor South. From the perspective of language politics, only very few discussed the division across the globe, especially, between Eurasia and the "Rest of the world." In Eurasia, indigenous languages and scripts are used in official capacity, while the same function is fulfilled almost exclusively by non-indigenous (post/colonial) European languages in the Rest of the world. In the countries where they are spoken, non-Eurasian languages have limited presence in the mass media, education, or in cyberspace. This linguistic imperialism par excellence is a long-lasting and pernicious legacy of European (western) colonialism. The aforementioned divide is strongly associated to the use of ethnolinguistic nationalism in state building across many areas of Eurasia, while this ideology is not employed for this purpose outside the region. [ABSTRACT FROM AUTHOR]