Fabiola P. Ehlers-Zavala is a Chilean-American first-generation college graduate with over three decades of professional experience in language teacher preparation and the internationalization of higher education. Currently, she is Professor of English (TESOL) at Colorado State University, USA, and is Past President of the American Association for Applied Linguistics (AAAL).Michele Back is Associate Professor of World Languages Education at the University of Connecticut’s Neag School of Education, USA. Dr. Back’s research interests include language teacher development of equitable, inclusive, and decolonial practices. Her other books include Racialization and Discourse (Routledge; with Virginia Zavala) and Transcultural Performance (Palgrave).Yecid Ortega is a researcher with the Artem Research Collective. For over two decades, he has pursued critical, anti-racist, and decolonial approaches to language education. His work explores the cultural and linguistic pluriversality of marginalized communities (immigrants, refugees, 2S/LGBTQI+, neurodivergent, and older adults) through ethnographic, arts-based, and community-oriented methodologies.

• Chapter 1 - Introduction.- Chapter 2 - Anti-colonial micro-moments in language teacher training.- Chapter 3 - Critical language pedagogy principles for Brazilian teacher education programs.- Chapter 4 - The evaluation of a pilot ESOL 16+ course for newcomers in Northern Ireland.- Chapter 5 - Decolonizing Gestures through Community-Engaged Partnerships.- Chapter 6 - LCTL Grassroot Programs as Decolonial Spaces.- Chapter 7 - Decolonial Praxis: Bridging Theory and English Teacher Preparation.- Chapter 8 - Decolonising ELT in Southeast Asia.- Chapter 9 - Borderlands Identities and Translanguaging Stance in Language Teacher Education.- Chapter 10 - Decolonizing Language Instruction: Bilingual Reading to Learn in EFL/EL.

Fabiola P. Ehlers-Zavala is a Chilean-American first-generation college graduate with over three decades of professional experience in language teacher preparation and the internationalization of higher education. Currently, she is Professor of English (TESOL) at Colorado State University, USA, and is Past President of the American Association for Applied Linguistics (AAAL).Michele Back is Associate Professor of World Languages Education at the University of Connecticut’s Neag School of Education, USA. Dr. Back’s research interests include language teacher development of equitable, inclusive, and decolonial practices. Her other books include Racialization and Discourse (Routledge; with Virginia Zavala) and Transcultural Performance (Palgrave).Yecid Ortega is a researcher with the Artem Research Collective. For over two decades, he has pursued critical, anti-racist, and decolonial approaches to language education. His work explores the cultural and linguistic pluriversality of marginalized communities (immigrants, refugees, 2S/LGBTQI+, neurodivergent, and older adults) through ethnographic, arts-based, and community-oriented methodologies.

• Chapter 1 - Introduction.- Chapter 2 - Anti-colonial micro-moments in language teacher training.- Chapter 3 - Critical language pedagogy principles for Brazilian teacher education programs.- Chapter 4 - The evaluation of a pilot ESOL 16+ course for newcomers in Northern Ireland.- Chapter 5 - Decolonizing Gestures through Community-Engaged Partnerships.- Chapter 6 - LCTL Grassroot Programs as Decolonial Spaces.- Chapter 7 - Decolonial Praxis: Bridging Theory and English Teacher Preparation.- Chapter 8 - Decolonising ELT in Southeast Asia.- Chapter 9 - Borderlands Identities and Translanguaging Stance in Language Teacher Education.- Chapter 10 - Decolonizing Language Instruction: Bilingual Reading to Learn in EFL/EL.

Fabiola P. Ehlers-Zavala is a Chilean-American first-generation college graduate with over three decades of professional experience in language teacher preparation and the internationalization of higher education. Currently, she is Professor of English (TESOL) at Colorado State University, USA, and is Past President of the American Association for Applied Linguistics (AAAL).Michele Back is Associate Professor of World Languages Education at the University of Connecticut’s Neag School of Education, USA. Dr. Back’s research interests include language teacher development of equitable, inclusive, and decolonial practices. Her other books include Racialization and Discourse (Routledge; with Virginia Zavala) and Transcultural Performance (Palgrave).Yecid Ortega is a researcher with the Artem Research Collective. For over two decades, he has pursued critical, anti-racist, and decolonial approaches to language education. His work explores the cultural and linguistic pluriversality of marginalized communities (immigrants, refugees, 2S/LGBTQI+, neurodivergent, and older adults) through ethnographic, arts-based, and community-oriented methodologies.

• Chapter 1 - Introduction.- Chapter 2 - Anti-colonial micro-moments in language teacher training.- Chapter 3 - Critical language pedagogy principles for Brazilian teacher education programs.- Chapter 4 - The evaluation of a pilot ESOL 16+ course for newcomers in Northern Ireland.- Chapter 5 - Decolonizing Gestures through Community-Engaged Partnerships.- Chapter 6 - LCTL Grassroot Programs as Decolonial Spaces.- Chapter 7 - Decolonial Praxis: Bridging Theory and English Teacher Preparation.- Chapter 8 - Decolonising ELT in Southeast Asia.- Chapter 9 - Borderlands Identities and Translanguaging Stance in Language Teacher Education.- Chapter 10 - Decolonizing Language Instruction: Bilingual Reading to Learn in EFL/EL.