In recent years, "Decolonising the Curriculum (DtC)" has been widely discussed and advocated in the European educational landscape as part of inclusive education. However, few examples of its practice in Japanese language teaching have been reported. While discussions of DtC in Japan often focus on the context of Japan's former colonies,…

This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with…

This study examines the testimonios of Mexican language teachers who experienced the violent and institutional imposition of neoliberal policies at the main university at the state of Puebla. Through the analysis of "testimonios," language teachers narrated their own trajectories to resist the implementation of the neoliberal policies,…

In this paper, we investigate the pressures placed upon English teaching by neo-nationalist politics, particularly as it overlays existing neoliberal constraints. We focus on the experiences and perspectives of Brazilian teachers who are committed to critical language education even as it carries increasing risks to themselves. Interviews with…

This study investigated EFL teachers' underlying assumptions about assessment and how these assumptions are congruent with current perspectives in assessment. Informed by interpretivist philosophical underpinnings, the study adopted qualitative research approach. Nine teachers from three universities located in western Ethiopia participated in the…

This paper explores the professional identities of four Filipino English teachers (FETs) who instruct international students at a language academy in Bonifacio Global City (BGC), a special district for the Philippines' globalization. Employing a narrative inquiry approach, data was gathered through individual interviews, and subsequently analyzed…

Although various attempts to confront non-native teachers of English (NNESTs) marginalisation in the language teaching profession have taken place over the past few years, the English language teaching (ELT) domain clearly demonstrates quite the opposite; remaining structured and articulated by boundaries that are shaped by language ideologies, it…

This study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy…

This article reports data from a qualitative study conducted within the elitist English-medium schools in three cities of Pakistan to claim that theory building, and English teaching practices are still modeled on monolingual biases inherent in the orthodox notions of linguistic purism and Anglo-normative traditions of the 1990s. Orthodoxy is…

In Thailand's schools, after almost 20 years of using the Basic Education Core Curriculum 2008, alarm bells are finally ringing. We know well that native speakerism ideologies are embedded in the curriculum, but we know little about their impact on TESOL practices. Native speakerism stems from colonial power structures, privileging White Western…

The purpose of this paper is to examine the reasons behind teachers' negative attitudes about classroom observation. This multiple-case study interviewed five teachers from different private language schools in Iran. The themes emerging from in-depth interviews suggest that the negative attitudes could be related to the observer effect, teacher's…

Over the last several decades, language teacher identity has become a growing field of research due to its link with teacher performance and student achievement (Beauchamp & Thomas, 2009; Beijaard et al., 2000). However, graduate teaching assistants (GTAs) are often excluded from the LTI research despite language departments' increasing…

This narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30-year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed…

English First Additional Language (EFAL) is one of the prescribed subjects in South Africa. However, it is a has proven to be difficult, especially the reading part of the it. On the other hand, the integration of Information Communication Technology (ICT) can mitigate the challenges and promote effective pedagogy in this subject. Unfortunately,…

The inherent coloniality of ELT, as both driver and product of Anglophone political power, poses particular challenges for ELT teachers and learners looking to engage with decolonizing agendas. With only scant evidence of these agendas translating into ELT practice, I explored decolonial options, counter-hegemonic actions, with my undergraduate…