Routledge Handbook of Race and Equity in Applied Linguistics

Leonardo Veliz is an Associate Professor in Language and Literacy in the School of Education at the University of New England, Australia. His research critically explores multilingualism, multiculturalism, and broader sociopolitical dimensions of language education, with a particular interest in equity, linguistic justice, and decolonial perspectives in diverse educational contexts, including Australia, Latin America, and the Global South.Paul Meighan is a Gael sociolinguist, Indigenous to the Scottish Highlands and Islands. He is Research Project Manager for Learning from the Lands at the University of Guelph and an ESL Professor at Sheridan College, Canada. His research explores the intersections of language, land, identity, and power through Indigenous language revitalization, multilingual pedagogies, and Indigenous knowledge systems.Waqar Ali Shah is an Assistant Professor at Mehran University of Engineering and Technology, Pakistan. He has obtained his PhD in Applied Linguistics from University of Jyvaskyla, Finland. His research interests include critical applied linguistics, critical (multimodal) discourse studies, critical multilingualism, and decoloniality in TESOL. Waqar has published extensively in international peer-reviewed journals.Professor Xuesong (Andy) Gao is a language teacher educator at the School of Education, Faculty of Arts, Design and Architecture, University of New South Wales Australia. His research interests include language learner agency, language and literacy education, language education policy and language teacher education.

• Foreword. Race, Power, and Epistemic Struggles in TESOL and Applied Linguistics: An Introduction Part I: Racial and epistemic inequities within institionalised settings 1. Linguistic racism and discrimination in higher education 2. Native-speakerism and Employment Discrimination in Shadow Education Industry: Voices of English Language Teacher-Tutors in Kazakhstan 3. Sexism, Ageism, and Lookism in Language Education: A Critical Examination of the Commodification of Teachers and Hiring Practices 4. Internationalization without multilingualism: the question of institutional care at Anglophone universities 5. “…expected to take all of their courses alongside native English speakers”: Framings of U.S. Higher Institutions’ English Language Proficiency Requirements 6. “Does Oral Proficiency Make a Good TA”: A Phenomenological Study Interrogating Equity in the English Requirements for Asian IGTAs in Ohio Public Universities 7. “Can you prove you are an EAL/D student?” Re-examining eligibility criteria for EAL/D ATAR courses in AustraliaPart II: Racial and epistemic inequities in pedagogy and practice: Challenges and innovations 8. A pedagogy of love in hostile times: Immigrant teachers resisting with care 9. Ẹ̀bùnlingualism: Decentering Racialization and Epistemic Injustice in African Language Praxis 10. Rethinking Listening as an Anti-Racist Practice 11. The Teacher-as-Reading Subject: A Decolonial Hermenuetic Model for L2 Writing Assessment 12. Decolonizing Academic English Writing: Pedagogical Strategies for Multilingual Students in Higher Education 13. What’s Your Idiolect? Promoting Linguistic and Epistemic Access in EMI & Anglophone Universities through Translanguaging (and Englishing) Strategies 14. Confronting Epistemic Inequities in TESOL in Chile: Curricular Nuclearization as an Experimental Tool to Conceptual and Professional Reappropriation. 15. Reimagining EAP through (Dis)comfort: Race, Identity and Emotion in Academic English 16. Reimagining EAP Teaching in the Journey of Decolonization: Deconstructing and Disrupting 17. Voices of Multilingual Students: Examining an English for Specific Purposes (ESP) Curriculum for Linguistic and Cultural Inclusion Part III: Racial and epistemic resistance for diversity and inclusion 18. Translanguaging as an interactive scaffold for Australian Aboriginal students in TESOL classrooms 19. Transresistance Through Teacher-Activated School Transformation: Theoretical Foundations, Global Contexts, and Policy Implications for Translingual Learners 20. The Role of Race in Bilingual Education: An Intersectional Perspective on Teacher Training in Brazil 21. Students’ epistemic resistance in adult basic education 22. Anti-Immigrant Racism: Perspectives from Three Asian English Language Educators 23. TESOL Teachers' Experiences of Discrimination and Resilience in Pakistan Part IV: Critical ethnographies of racial and epistemic injustice and resistance 24. A Critical Autoethnography of an Emerging EFL Scholar from the Global South Confronting Racial, Linguistic, and Epistemic Injustices in TESOL 25. The Marginalizations of Multicultural Faculty in Japanese Higher Education: Collaborative Autoethnography of Six ‘Non-Native’ Female Instructors 26. Navigating academia with a racialized multilingual body: A multilingual woman scholar’s perspective 27. Countering epistemological and institutional racism in Applied Linguistics and TESOL: a decolonial intersectional perspective.