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This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue. .

Education. --- Applied linguistics. --- Language and education. --- Educational sociology. --- Language and languages --- Education and sociology. --- Sociology, Educational. --- Language Teaching. --- Applied Linguistics. --- Language Education. --- Sociology of Education. --- Study and teaching. --- English language --- Study and teaching --- Foreign speakers --- Research. --- Germanic languages --- Language and languages-Study and. --- Language and languages. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Language and languages—Study and teaching. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Educational linguistics --- Aims and objectives --- Language and languages Study and teaching --- Language and education --- Language schools --- Language Teaching and Learning.

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This book employs the realm of English Language Teaching (ELT) as a discursive point of departure to explore how individuals, groups, entities and institutions apprehend, embrace, deal with, manipulate, problematize and resist glocal flows of people, ideas, information, goods, and technology. It apprehends and attends to tensions arising from the fluidly local-global construction and negotiation of borders of identity and interaction within a diverse array of contexts and English education therein. These tensions, whether conceptual or pedagogical, may arise in and through governmental and institutional policymaking, teacher training, or curriculum and materials development, and in the learning experience both within and beyond the classroom, as teachers and students engage with course content and each other.

Education. --- Applied linguistics. --- Language and education. --- Language Education. --- Applied Linguistics. --- English language --- Language and languages --- Study and teaching. --- Study and teaching --- Foreign speakers. --- Foreign language study --- Language and education --- Language schools --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Foreign students --- Language and languages. --- Linguistics --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Educational linguistics --- Education

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This book brings together critical approaches to identity and experience, with attention to the complexity of identity and interaction in and beyond the classroom, within language education. The chapters, written by professionals from a diverse array of backgrounds and contexts, have a particular focus on teacher education and classroom practice.

Second language acquisition --- Study and teaching.

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