Neoliberalization of English Language Policy in the Global South

Ali Jalalian Daghigh (PhD) is a Senior Lecturer at the Department of English Language, Faculty of Languages and Linguistics, Universiti Malaya, Kuala Lumpur, Malaysia (UM). Prior to joining UM, he was a postdoctoral fellow in English Language Studies at Universiti Sains Malaysia. His research interests lie within (Critical) Discourse Studies, Education as well as Translation Studies. He currently leads an international project on neoliberalization of English language teaching in the global south.Jariah Mohd Jan is a Professor of Sociolinguistics at the Department of English Language, and was the former Dean of the Faculty of Languages and Linguistics, Universiti Malaya (UM). Her main areas of research are Sociolinguistics, pragmatics, women and leadership, and discourse at the workplace. She currently leads the IIRG project on documenting the language and culture of the Kerinchi community in Kuala Lumpur. In 2014, she was awarded with the UM Excellence Award for the category of Excellent Lecturer.Sheena Kaur is a Senior Lecturer at the Department of English Language, Faculty of Languages and Linguistics, Universiti Malaya, Malaysia (UM). She is currently the Deputy Dean of Postgraduate Studies at the faculty. She holds a PhD in Applied Linguistics from Lancaster University, United Kingdom. Her research interests include sociolinguistics, corpus linguistics, applied linguistics, and internationalization of higher education.

“This collection explores 11 English language education policies (ELEPs) involving 13 contexts from five continents and evaluates them in respect to their intended de jure goals across multiple layers of contextual realities. … For those interested in contemporary ELEPs, the book offers so much by examining the ‘understudied ELT contexts’ with a wide range of political, cultural, and linguistic backgrounds with policy-makers and implementing partners having mismatched perspectives and orientations.” (Muhammad Kamal Khan, Language Policy, Vol. 23 (2), 2024)

• 1. Introduction – The Global South: A Platform for the Adoption of Neoliberalised English.- Part I. Neoliberalism and English Language Teaching Policies.- 2. The Neoliberal Blow to English Language Teaching: Deconstructing the Teacher Academy Program in Chile.- 3. Neoliberalism Shaping English Language Teaching in Bangladesh: A Critical Examination.- 4. English Medium Education in India: The Neoliberal Legacy and Challenges to Multilingual Language Policy Implementation.- 5. ELT in Morocco: Postcolonial Struggles, Linguistic Imperialism and Neoliberal Tendencies.- Part II. Neoliberalism Ideology as in English Language Teaching Materials.- 6. Consumerism as Lingua Franca in ELT?: Ideologies in a Thai Textbook Series.- 7. Neoliberal Values of Business and Entrepreneurship in Taiwan’s EFL High School Textbooks.- 8. Working Towards Centrally Determined Levels of Proficiency: Uncovering the Neoliberal Standardization in the Vietnam-produced ELT Textbooks.- 9. Consumerism in Malaysian Locally Developed ELT Textbooks.- Part III. Experiences of Neoliberal Subjects.- 10. Exploring the Impact of Notions of Success Based on Native-Speakerism, Individualism and Neoliberalism on ESL Students’ Identities.- 11. Anxiety, Desire, Doubt, and Joy: the Dualities of a Latin American Emerging Researcher During Academic Writing Processes.- 12. Neoliberalism, Globalisation and Englishism: Exploring Ideological Assumptions Attached with the English Language in Pakistan.