Recognizing the need for increased social justice in the fields of TESOL and English language teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula.

Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development.

Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest.

chapter 1|10 pages


Uniting for Change in TESOL

part I|80 pages

First and Heritage Languages Matter

chapter 2|15 pages

Bridging the Past, Present, and Future

How Heritage Language Pedagogy Can Create a Global and Sustainable Worldview in the English Classroom

chapter 3|28 pages

Language Loss and the ELT Professional

Advocating for Additive Bilingualism in the UAE

chapter 5|17 pages

Immigrant Students in Turkey and Maintenance of Home Languages

Teachers' Beliefs and Teaching Practices in Public Schools in Turkey

part II|60 pages

Tracing Teacher Identities and Experiences: From Research to Realities

chapter 7|14 pages

From EFL to ESL

Nonlinear Development of Teacher Identity and Expertise Across Contexts

chapter 8|14 pages

Moving English “Beyond” Development

De-emphasizing the Role of Economy in Global English Discourse

part III|83 pages

Reflecting on Approaches and Reforming Models in Language Teaching

chapter 12|13 pages

Initial English as a Foreign Language Teacher Preparation in Chile

Reflections from Theory and Practice

chapter 14|12 pages

Justice in Global English

Paradigm Shifts and New Directions