Book Review: Reynolds et al. (Eds.). (2024). Decentering Advocacy in English Language Teaching: Global Perspectives and Local Practices. University of Michigan Press.

Authors

  • Xiaoxiao Kong University of Melbourne

DOI:

https://doi.org/10.21153/tesol2025vol34no1art2197

Keywords:

advocacy, English language teaching (ELT), critical language pedagogy, Language Teacher Education

Abstract

In recent decades, along with the emerging inquiry into the social and political dimensions of language education (e.g., Crookes, 2022), advocacy in English language teaching (ELT) – efforts on behalf of English language learners to promote social justice language education (Linville & Whiting, 2019) – has received growing attention. While there is growing global interest in ELT advocacy, the majority of published studies are situated within the Global North (e.g., United States, Canada, United Kingdom, Australia); advocacy research in postcolonial and/or underrepresented regions remains limited (Guerrero Nieto, 2020). Decentering advocacy in English language teaching: Global perspectives and local practices contributes to this body of work through the narratives of advocacy efforts within 11 diverse geopolitical and educational contexts in Africa (Nigeria, Cameroon), Central America (Belize, El Salvador), Asia (Vietnam, Laos), Middle East (Türkiye, Israeli and Palestinian Territories), and South America (Paraguay, Uruguay), each documented and reflected upon by the advocates themselves. It serves as a valuable resource for educational professionals working within the space of ELT advocacy, or students and researchers learning about current ELT advocacy efforts in the global context.

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Author Biography

  • Xiaoxiao Kong, University of Melbourne

    Xiaoxiao Kong is a Ph.D. candidate in the School of Languages and Linguistics at the University of Melbourne. Her research interests include language assessments for professional purposes and test validation. Her Ph.D. project investigates the language demands of early childhood and school teachers in Australia, and the appropriacy of currently approved English proficiency tests for teacher registration purposes. Prior to starting her Ph.D., Xiaoxiao worked as an early childhood teacher and an educational researcher across a variety of contexts in Australia.

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Published

2025-07-31

How to Cite

Book Review: Reynolds et al. (Eds.). (2024). Decentering Advocacy in English Language Teaching: Global Perspectives and Local Practices. University of Michigan Press. (2025). TESOL in Context, 34(1). https://doi.org/10.21153/tesol2025vol34no1art2197
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