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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]