Global South Perspectives on TESOL is an international, multidisciplinary series focusing on studies that examine issues of TESOL through recovering the rich histories, theories, and practices of multilingual education developed in traditionally non-English-dominant contexts and communities. Purposefully situated beyond monolingual ideologies, legacies and research theories and practices, this series solicits new studies that critically engage with epistemologies, theories and practices of TESOL, and offer a transformative change that allows the scholarship of TESOL to advance.
The series envisions decolonizing research theories and practices in TESOL and thinking outside the dominance of Western/Northern models as departure points to advancing the field of TESOL. This series will also be a venue for scholars in the Global South to collaborate with Global North scholars in order to promote global harmony in TESOL. It features scholarly works that examine issues surrounding TESOL from new angles, including local theories, pedagogies and practices, and works of novice and under-represented authors.
The series welcomes single-authored or multi-authored monographs and edited volumes on areas including epistemological racism in TESOL; social justice in TESOL; issues of race, gender, and class in TESOL; theories of change in TESOL; translanguaging in TESOL classrooms; Southern theories of TESOL; post-human thoughts in TESOL and decolonizing research theories and practices in TESOL.
Please send inquiries or proposals for this series to Osman Barnawi: [email protected]
Edited
By Ram Ashish Giri, Amol Padwad, Mian Md. Naushaad Kabir
October 13, 2023
This book examines the ‘English mania phenomenon’ and the complex circumstances of adopting English Medium Instruction (EMI) by South Asian education systems and the effect of an uneven distribution of resources on the already under-resourced countries in the region. Chapters explore linguistic, ...
By Hamza R'boul
August 11, 2023
Drawing on the underrepresentation of the Global South in global knowledge production with a focus on the existing inequalities, the book highlights the importance of postcolonial narratives within Global Southern epistemologies in English language teaching (ELT) and Teaching English to Speakers of...
Edited
By Lena Barrantes-Elizondo, Cinthya Olivares-Garita
July 19, 2023
This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica. The book uses a series of reflective sections that interconnect theory and ...
Edited
By Alexandra Esimaje, Bertus van Rooy, 'Demola Jolayemi, Daniel Nkemleke, Ernest Klu
May 23, 2023
This book brings together the work of African scholars and educators directly involved in initiatives to improve the teaching and learning of English in higher education across Africa. Offering alternative perspectives across different African countries with examples of decolonised practice in ...
Edited
By Bedrettin Yazan, Ethan Trinh, Luis Javier Pentón Herrera
March 31, 2023
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select ...
Edited
By Vander Tavares
March 03, 2023
With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including ...
By Shizhou Yang
December 30, 2022
Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for ...
Edited
By Osman Z. Barnawi, Mohammed S. Alharbi, Ayman A. Alzahrani
December 26, 2022
This edited volume examines how transnational English language assessment practices are envisioned, enacted, and justified by different stakeholders, including students, teachers, and universities in different geographical contexts, and what would be the multi-level consequences of such practices....