This book reconsiders applied linguistics by examining how language use in classrooms shapes teaching, learning, and pedagogical decision-making. It develops the concept of “language teaching back” as a way of understanding how classroom discourse, learner voice, identity, affect, silence, multilingual practices, and social interaction can reveal meanings and needs that reshape pedagogy. Bringing together dialogic pedagogy, sociocultural theory, critical applied linguistics, discourse analysis, curriculum studies, and generative AI, the book challenges linear models of language learning and instruction. It argues that meaning does not simply move from teacher to learner, but emerges through situated interaction, negotiation, reflection, and response. The volume also considers translanguaging, learner agency, classroom silence, and AI-mediated communication as key challenges for contemporary language education and pedagogical design. By connecting theory, research, and classroom practice, the book offers a coherent framework for understanding language teaching as an ethical, relational, and context-sensitive process. It is of interest to researchers and postgraduate students in applied linguistics, language education, discourse studies, and TESOL, as well as teacher educators and scholars working on digital, multilingual, and AI-mediated learning environments.

Narjis Audah Rashk is based in the Department of English at the College of Basic Education, University of Misan, Iraq. She holds an MA in English Linguistics and teaches and researches in applied linguistics, sociolinguistics, and language pedagogy. Her research interests include gendered language, EFL teacher development, teacher credibility, linguistic identity, and language education in southern Iraq. Her work also engages with wider social issues, including child labour, school dropout, and the relationship between language, identity, and educational participation.

Prof. Dr. Fatima Rahim is Professor of Applied Linguistics and English Language Teaching at the College of Basic Education, University of Misan, Iraq. She has held academic leadership roles, including Head of the English Department, and has extensive experience in English language teaching, teacher education, and applied linguistics research. Her work focuses on autonomous learning, digital technologies in education, and innovative methodologies in English language teaching. She has authored books and published widely in applied linguistics, language education, and English language teaching.

Dr. Samantha Curle (DPhil, FRSA, FHEA) is a Reader in Education (Applied Linguistics) at the University of Bath, United Kingdom. She is Director of MRes Programmes in the Faculty of Humanities and Social Sciences and Institutional Academic Lead for the South West Doctoral Training Partnership. She is also Associate Editor for the AI and Applied Linguistics section of Applied Linguistics. Her research focuses on English Medium Instruction, academic success in multilingual education, and the role of generative AI in English-medium and multilingual learning contexts. She has published extensively, including books, edited volumes, book chapters, and peer-reviewed articles in leading journals in applied linguistics and education.