The Routledge Handbook of Race and Equity in Applied Linguistics by Veliz, Leonardo; Meighan, Paul; Shah, Waqar Ali;

Short description:

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.

Long description:

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.

Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students’ full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses—linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebùnlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies—that counter linguistic, epistemic, racial, and institutional hegemonies.

This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

Table of Contents:

List of Tables
List of Figures
List 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) Gao

PART I
Racial and Epistemic Inequities within Institutionalized Settings

1 Linguistic Racism and Discrimination in Higher Education
Stephen May and Mi Yung Park

2 Native-Speakerism and Employment Discrimination in Shadow Education Industry: Voices of English Language Teacher-Tutors in Kazakhstan
Anas Hajar

3 Sexism, Ageism, and Lookism in Language Education: A Critical Examination of the Commodification of Teachers and Hiring Practices
Takako Kawabata

4 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 Vien

5 “. . .Expected to Take All of Their Courses Alongside Native English Speakers”: Framings of English Proficiency Requirements in U.S. Higher Education
Qudus Ayinde Adebayo

6 “Does Oral Proficiency Make a Good TA”: A Phenomenological Study Interrogating Equity in the English Requirements for Asian IGTAs in Ohio Public Universities
Ionell Jay R. Terogo, Yun-Han Weng and Chia-Hsin Yin

7 “Can You Prove You Are an EAL/D Student?” Re-Examining Eligibility Criteria for EAL/D ATAR Courses in Australia
Toni Dobinson and Stephanie Dryden

PART 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
Victoria Norford and Leonardo Veliz

9 Ẹ̀bùnlingualism: Decentering Racialization and Epistemic Injustice in African Language Praxis
Yetunde S. Alabede

10 Rethinking Listening as an Anti-Racist Practice
Vijay A. Ramjattan

11 The Teacher-as-Reading Subject: A Decolonial Hermeneutic Model for L2 Writing Assessment
Sitong Wang

12 Decolonizing Academic English Writing: Pedagogical Strategies for Multilingual Students in Higher Education
Onur Özkaynak and Xinyue Lu

13 What’s Your Idiolect? Promoting Linguistic and Epistemic Access in EMI and Anglophone Universities through Translanguaging (and Englishing) Strategies
Yaseen Ali

14 Confronting Epistemic Inequities in TESOL in Chile: Curricular Nuclearization as an Experimental Tool to Conceptual and Professional Reappropriation
Diego Cabezas and Tatiana Cárcamo-Rojas

15 Reimagining EAP through (Dis)comfort: Race, Identity, and Emotion in Academic English
Olive Nabukeera

16 Reimagining EAP Teaching in the Journey of Decolonization: Deconstructing and Disrupting
Trisha Dowling

17 Voices of Multilingual Students: Examining an English for Specific Purposes (ESP) Curriculum for Linguistic and Cultural Inclusion
Nurlaily, Gary Bonar and Anne Keary

PART III
Racial and Epistemic Resistance for Diversity and Inclusion

18 Translanguaging as an Interactive Scaffold for Australian Aboriginal
Students in TESOL Classrooms
Sender Dovchin, Rhonda Oliver and Lissy Jackson

19 Transresistance through Teacher-Activated School Transformation: Theoretical Foundations, Global Contexts, and Policy Implications for Translingual Learners
Madjiguene Fall

20 The Role of Race in Bilingual Education: An Intersectional Perspective on Teacher Training in Brazil
Bruno Andrade

21 Students’ Epistemic Resistance in Adult Basic Education
Hải Nguyễn, Johanna Ennser-Kananen and Venla Rantanen

22 Anti-Asian Racism: Perspectives from Three Asian English Language Educators
Vashti Wai Yu Lee, Lee Her and Peter I. De Costa

23 TESOL Teachers’ Experiences of Discrimination and Resilience in Pakistan
Ameer Ali, Illahi Bakhsh, Shafqat Hussain, Maya Khemlani David, Angela Rumina and Muhammad Hassan Abbasi

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
Jepri Ali Saiful

25 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 Li

26 Navigating Academia with a Racialized Multilingual Body: A Multilingual Woman Scholar’s Perspective
Grace Lee-Amuzie

27 Countering Epistemological and Institutional Racism in Applied Linguistics and TESOL: A Decolonial Intersectional Perspective
Waqar Ali Shah, Paul J. Meighan, and Leonardo Veliz

Index