This book brings together teachers and scholars from the Global South to showcase original frameworks and perspectives on decolonizing English language teaching.

The contributors introduce local praxeologies, understood as the knowledges that emerge through critical reflection from teachers’ everyday practices. In this sense, praxeologies can also be taken as informed teaching actions, conceived within decolonial frameworks and embedded in practice. The book addresses issues related to the multiple epistemological stances teachers use to open space within formal educational settings to practice global Englishes, contesting traditional standardized instruction. The first three sections are organized by educational level (primary/basic, secondary, and higher education), with each chapter providing examples of pedagogical practices or methodologies, epistemological frameworks, or diverse approaches to policies regarding English language teaching. The final section interrogates the foundational role of language policy in sustaining or dismantling colonial power structures within education systems. Through these chapters, the authors argue that decolonizing language policies extends beyond a theoretical exercise into a material necessity for transforming educational practice.

This book is essential reading for scholars and students interested in decolonial teaching practices, Global South epistemologies, English language teaching, critical language pedagogies, and language policy studies.

Juliana Reichert Assunção Tonelli is an associate professor in the Department of Foreign Languages at Londrina State University, Brazil, where she teaches and supervises undergraduate and graduate students in teacher education and the language studies programme. She is currently the Brazilian National Council for Scientific and Technological Development (CNPq) productivity fellow. Her main research interests are language teacher education and language education to young learners.

Freyca Calderon-Berumen is an associate professor of elementary and early childhood education and women’s gender and sexuality studies at Penn State University, Altoona College. Her research interests are interdisciplinary, exploring transnational issues of language, race, class, and gender in educational settings. Her work privileges intersectionality and creates spaces for interdisciplinary de/colonizing and qualitative research where creativity and contemplative approaches are legitimized and seen as gateways for cultivating depth, integrity, expansive inquiry, and discovering critical insights linking theoretical perspectives with everyday experiences and developing culturally relevant understandings in the pursuit of equity.