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. He is also an adjunct professor in the MTESOL program at Facultad de Educación, Universidad San Sebastián, Concepción, Chile. 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 Jyväskylä, 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.Xuesong Gao is a language teacher educator and leading scholar at the School of Education, Faculty of Arts, Design and Architecture, University of New South Wales, Australia. His research interests include international students’ educational experiences, language learner agency, language and literacy education, language education policy and language teacher education, particularly applications of sociocultural/ecological perspectives on education.

• List of Tables List of FiguresList of Contributors Foreword Race, Power, and Epistemic Struggles in TESOL and Applied Linguistics: An Introduction Leonardo Veliz, Paul Meighan, Waqar Ali Shah, and Xuesong (Andy) GaoPART IRacial and Epistemic Inequities within Institutionalized Settings 1 Linguistic Racism and Discrimination in Higher Education Stephen May and Mi Yung Park2 Native-Speakerism and Employment Discrimination in Shadow Education Industry: Voices of English Language Teacher-Tutors in KazakhstanAnas Hajar3 Sexism, Ageism, and Lookism in Language Education: A Critical Examination of the Commodification of Teachers and Hiring PracticesTakako Kawabata4 Internationalization without Multilingualism: The Question of Institutional Care at Anglophone Universities Agnes Bodis, Leigh Swigart, Ji Chen, Apeksha Gandhi, Nhi Le, Karen McAuliffe and Vivien Vien5 “. . .Expected to Take All of Their Courses Alongside Native English Speakers”: Framings of English Proficiency Requirements in U.S. Higher EducationQudus Ayinde Adebayo6 “Does Oral Proficiency Make a Good TA”: A Phenomenological Study Interrogating Equity in the English Requirements for Asian IGTAs in Ohio Public UniversitiesIonell Jay R. Terogo, Yun-Han Weng and Chia-Hsin Yin7 “Can You Prove You Are an EAL/D Student?” Re-Examining Eligibility Criteria for EAL/D ATAR Courses in AustraliaToni Dobinson and Stephanie DrydenPART IIRacial and Epistemic Inequities in Pedagogy and Practice: Challenges and Innovations8 A Pedagogy of Love in Hostile Times: Immigrant Teachers Resisting with CareVictoria Norford and Leonardo Veliz9 Ẹ̀bùnlingualism: Decentering Racialization and Epistemic Injustice in African Language PraxisYetunde S. Alabede10 Rethinking Listening as an Anti-Racist PracticeVijay A. Ramjattan11 The Teacher-as-Reading Subject: A Decolonial Hermeneutic Model for L2 Writing AssessmentSitong Wang12 Decolonizing Academic English Writing: Pedagogical Strategies for Multilingual Students in Higher EducationOnur Özkaynak and Xinyue Lu13 What’s Your Idiolect? Promoting Linguistic and Epistemic Access in EMI and Anglophone Universities through Translanguaging (and Englishing) StrategiesYaseen Ali14 Confronting Epistemic Inequities in TESOL in Chile: Curricular Nuclearization as an Experimental Tool to Conceptual and Professional ReappropriationDiego Cabezas and Tatiana Cárcamo-Rojas15 Reimagining EAP through (Dis)comfort: Race, Identity, and Emotion in Academic EnglishOlive Nabukeera16 Reimagining EAP Teaching in the Journey of Decolonization: Deconstructing and DisruptingTrisha Dowling17 Voices of Multilingual Students: Examining an English for Specific Purposes (ESP) Curriculum for Linguistic and Cultural InclusionNurlaily, Gary Bonar and Anne KearyPART IIIRacial and Epistemic Resistance for Diversity and Inclusion 18 Translanguaging as an Interactive Scaffold for Australian AboriginalStudents in TESOL Classrooms Sender Dovchin, Rhonda Oliver and Lissy Jackson19 Transresistance through Teacher-Activated School Transformation: Theoretical Foundations, Global Contexts, and Policy Implications for Translingual LearnersMadjiguene Fall20 The Role of Race in Bilingual Education: An Intersectional Perspective on Teacher Training in BrazilBruno Andrade21 Students’ Epistemic Resistance in Adult Basic EducationHải Nguyễn, Johanna Ennser-Kananen and Venla Rantanen22 Anti-Asian Racism: Perspectives from Three Asian English Language EducatorsVashti Wai Yu Lee, Lee Her and Peter I. De Costa23 TESOL Teachers’ Experiences of Discrimination and Resilience in Pakistan Ameer Ali, Illahi Bakhsh, Shafqat Hussain, Maya Khemlani David, Angela Rumina and Muhammad Hassan AbbasiPART IVCritical Ethnographies of Racial and Epistemic Injustice and Resistance24 A Critical Autoethnography of an Emerging EFL Scholar from the Global South Confronting Racial, Linguistic, and Epistemic Injustices in TESOL Jepri Ali Saiful25 Marginalizations of Multicultural Faculty in Japan: Collaborative Autoethnography of Six “Non-Native” Female Instructors Aika Ishige, Elisabeth (Libby) Ann Williams, Oana Cusen, Mahboubeh Rakhshandehroo, Girlie Ann Herrera, and Yan Li26 Navigating Academia with a Racialized Multilingual Body: A Multilingual Woman Scholar’s Perspective Grace Lee-Amuzie27 Countering Epistemological and Institutional Racism in Applied Linguistics and TESOL: A Decolonial Intersectional PerspectiveWaqar Ali Shah, Paul J. Meighan, and Leonardo VelizIndex