Worldwide English Language Education Today: Ideologies, Policies and Practices, 1st Edition (Hardback) book cover

Worldwide English Language Education Today

Ideologies, Policies and Practices, 1st Edition

Edited by Ali Al-Issa, Seyyed-Abdolhamid Mirhosseini


176 pages

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Hardback: 9781138599185
pub: 2019-11-21
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This book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants and marginalise others.

Each chapter considers the multiple ideologies underlying the thinking and actions of different members of society about ELT and how these inform overt and covert policies at the national level and beyond. They examine the implications of investigating ELT ideologies and policies for advancing socio-political understandings of practical aspects such as instruction, materials, assessment, and teacher education in the field.

Introducing new persepctives on the theory and practice of language teaching today, this book is ideal reading for researchers and postgraduate students interested in applied linguistics and language education, faculty members of higher education institutions, English language teachers, and policy makers and planners.

Table of Contents


Ali Al-Issa, Sultan Qaboos University, Oman

Seyyed-Abdolhamid Mirhosseini, Alzahra University, Iran


Ahmar Mahboob, University of Sydney, Australia

Chapter 1: Whose English(es)?: Naming and Boundary-Drawing as Language-Ideological Processes in the Global English Debate

Andrew Sewell, Lingnan University, Hong Kong

Chapter 2:Policies of English Language Teaching as Part of the Global "War of Ideas"

Seyyed-Abdolhamid Mirhosseini, Alzahra University, Iran

Shiva Babu, Alzahra University, Iran

Chapter 3: The English Literature Classroom as a Site of Ideological Contestation

Brenton Doecke, Deaking University, Australia

John Yandell, University College London, UK

Chapter 4: Equal Chances for All Namibians through English?: Language Ideology and Its Consequences in the Multilingual Classroom

Helene Steigertahl, Universitaet Bayreuth, Germany

Chapter 5: "Make Yourself Look as White as Possible!": Navigating Privilege in English Language Teaching in South Korea; An Autoethnography

Jennifer Burton, University of Toronto, Canada

Chapter 6: Identity as/in Language Policy: Negotiating the Bounds of Equipping "Global Human Resources" in Japanese University-Level (language) Educaation

Nathanael Rudolph, Mukogawa Women’s University, Japan

Chapter 7: Ideology and the Culture in EFL Textbooks in the Era of Globalization in Turkey

YaseminKirkgoz, Çukurovav University, Turkey

Chapter 8: The Glotopolitica of English Teaching to Latinx Students in the U.S.

Ofelia Garcia & Lara Alonso, The Graduate Centre, City University of New York, USA


Tony Liddicoat, University of Warwick, UK, University of South Australia, Australia

About the Editors

Ali Al-Issa isAssociate Professor of English Language Education at the Department of Curriculum & Instruction, Sultan Qaboos University, Oman.

Seyyed-Abdolhamid Mirhosseini is Associate Professor of English Language Education at the Department of English Language and Literature, Alzara University, Iran.

About the Series

Routledge Research in Language Education

The Routledge Research in Language Education series provides a platform for established and emerging scholars to present their latest research and discuss key issues in Language Education. This series welcomes books on all areas of language teaching and learning, including but not limited to language education policy and politics, multilingualism, literacy, L1, L2 or foreign language acquisition, curriculum, classroom practice, pedagogy, teaching materials, and language teacher education and development. Books in the series are not limited to the discussion of the teaching and learning of English only.

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