Overview

Demonstrates the importance of embracing inclusivity and diversity in order to improve the teaching and learning of English. This book addresses the twin themes of diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language. The chapters cover theory, empirical research, and practice in order to support researchers, teacher educators, teachers, policymakers and materials developers who wish to make English language education more effective, inclusive and innovative. The chapters explore a wide range of international contexts and a variety of educational contexts, and address issues including power structures, learner positionality, decolonised English standards, neurodiversity, marginalised silence, student agency in curriculum reform, task design for all learners, and collaboration drawing on diversity as a resource. The book offers an unusually intricate picture of issues that are at the forefront of the minds of educators around the world.

Full Product Details

9781800418899

Table of Contents

Reviews

Diversity and inclusion are not peripheral ideals; they are, in fact, the very heart of meaningful English language education. This volume thoughtfully engages with both concepts across multifarious contexts and levels. Its conceptual richness and practical relevance are striking, which makes it a must-read for all stakeholders in the field. * Takaaki Hiratsuka, Ryukoku University, Japan *

Diversity and inclusion are not peripheral ideals; they are, in fact, the very heart of meaningful English language education. This volume thoughtfully engages with both concepts across multifarious contexts and levels. Its conceptual richness and practical relevance are striking, which makes it a must-read for all stakeholders in the field. * Takaaki Hiratsuka, Ryukoku University, Japan * Drawing on voices from around the world, this timely volume showcases the commitment of educators who are advancing diversity and inclusion in English language education. The authors offer critical and compelling insights that invite us to recognize and resist deficit narratives and embrace our ethical responsibility to cultivate equitable, linguistically responsive learning communities as spaces of belonging and transformative possibility. * Rai Farrelly, University of Colorado Boulder, USA *

Author Information

Dat Bao works at Monash University, Australia. He is the editor of the Journal of Silence Studies in Education. Engaging in silence studies, creative pedagogy and curriculum design, Dat has produced over 100 academic publications. David O’Reilly works at the University of York, UK where he is the Deputy Leader for the Centre for Advanced Studies in Language and Education (CASLE). He researches metaphoric competence, language play and grammar processing, and promotes Open Research practice. Melissa Barnes is an Associate Professor and Associate Dean of Learning and Teaching at La Trobe University, Australia. Her work addresses system-wide change in instructional and assessment practices in schools and teacher education.

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