Dat Bao works at Monash University, Australia. He is the editor of the Journal of Silence Studies in Education. Engaging in silence studies, creative pedagogy and curriculum design, Dat has produced over 100 academic publications.David O’Reilly works at the University of York, UK where he is the Deputy Leader for the Centre for Advanced Studies in Language and Education (CASLE). He researches metaphoric competence, language play and grammar processing, and promotes Open Research practice.Melissa Barnes is an Associate Professor and Associate Dean of Learning and Teaching at La Trobe University, Australia. Her work addresses system-wide change in instructional and assessment practices in schools and teacher education.

Diversity and inclusion are not peripheral ideals; they are, in fact, the very heart of meaningful English language education. This volume thoughtfully engages with both concepts across multifarious contexts and levels. Its conceptual richness and practical relevance are striking, which makes it a must-read for all stakeholders in the field.

• Tables and FiguresContributorsDavid O’Reilly, Dat Bao and Melissa Barnes: Introduction: Diversity and Inclusion in English Language Education: Theory, Research and Practice  PART 1: PERSPECTIVES ON DIVERSITY AND INCLUSIVITYChapter 1. Anne Burns: Exploring Diversity and Inclusivity for Sustainability: A Language Practitioner Research Perspective          Chapter 2. Melissa Barnes and Ekaterina Tour: Re-Positioning Language Learners from Refugee Backgrounds as Powerful Meaningful Makers: A Case Study in an Australian Primary SchoolChapter 3. Jennifer Yphantides: From Disabled to Enabled: Tracing the History of the Neurodiversity Movement and Shifting EFL Classroom Culture Towards InclusionChapter 4. Ilse Fouche: Breaking Boundaries: Decolonising a South African Academic Literacy Curriculum through Action LearningChapter 5. Le Van Canh: A Descriptive Content Analysis of Diversity and Inclusivity in the Vietnamese ELT Teacher Preparation Curricula: Towards a Pedagogy of UnderstandingPART 2: RESEARCH ON DIVERSITY AND INCLUSIVITYChapter 6. David O’Reilly: Students’ Views on the Diversity and Suitability of Assessments in UK Postgraduate English Language Education (PELE) ProgrammesChapter 7. Agnieszka Kałdonek-Crnjaković: Pre-Service English as a Foreign Language Teachers and Students with Special Educational Needs: Self-Perceived Knowledge, Skills, Efficacy, Beliefs and EmotionsChapter 8. Benedict J.L. Rowlett and Simon Wang: Communicating Citizenship in Language Education by Writing for the PublicChapter 9. Hai Ha Vu and Nha Uyen Nguyen: Teaching English to Vietnam Attention Deficit Hyperactivity Disorder Primary Students Inclusively: Challenges and PracticesChapter 10. Yang Gao, Quan Quan, Xiaochen Wang and Jianing Feng: Exploring the Relationship between Chinese EFL Teachers' Beliefs and Reported Practices of Cultural Diversity and Inclusion in Language TeachingChapter 11. Tran Thi Tuyet and Le Van Canh: Decoding Wellbeing: Critical Insights into the Lives of Vietnamese EFL LecturersChapter 12. Gary Bonar, Anne Keary, Yvette Slaughter and Tanya Davies: Understanding the Pedagogical Challenges in Online Learning for EAL StudentsPART 3: PRACTICE IN DIVERSITY AND INCLUSIVITYChapter 13. Brian Tomlinson: Activities for AllChapter 14. Dat Bao: Designing Language Tasks for Inclusive SilenceChapter 15. Jessica Premier: Using Music to Enhance English Language LearningChapter 16. George M. Jacobs and Willy A. Renandya: Collaboration in the Service of Diversity and Inclusion in ELTChapter 17. Chikae Kaihara and Kuniomi Shibata: How have Children with Disabilities Learned English in School in Japan?: A Qualitative Study Focusing on Difficulties in English Learning and the English Education EnvironmentChapter 18. Tony Waterman: ELT Materials and Activities which Promote Diversity and InclusivityMelissa Barnes, Dat Bao and David O’Reilly: Conclusion: Key Contributions and Directions to Enhance Diversity and Inclusivity in Education