Yusop Boonsuk – författare

Linguistic Discrimination and Global Englishes: Toward Equity and Justice in English Language Education interrogates the complex ways in which linguistic hierarchies, native-speakerism, and underlying institutional ideologies govern the landscape of modern pedagogy. Informed by Global Englishes research as well as raciolinguistic and linguistic human rights perspectives, this book re-envisions linguistic discrimination as an entrenched structural and institutionalised phenomenon rather than isolated prejudice, utilising raciolinguistic lenses to expose native-speakerism as a racialised hierarchy.Across 12 chapters, the volume systematises the critique by operationalising these theoretical insights, moving from conceptual foundations to critical examinations of hiring practices, assessment regimes, English-Medium Instruction (EMI), curricular materials, and the emerging challenges of AI-mediated governance in codifying linguistic standards. Through the synthesis of these domains, from algorithmic policy to classroom practice, it constructs a justice-oriented framework linking macro-level policy, meso-level institutional processes, and micro-level pedagogical transformation.Beyond a simple academic inquiry, this work provides the conceptual instruments for analysing structural linguicism and the epistemological repositioning required to generate a transformative agenda for curriculum reform, teacher education redesign, and organisational accountability. Linguistic justice accordingly serves as a moral imperative that, once institutionalised, acts as a catalyst for systemic change. Designed for researchers, teacher educators, postgraduate students, and policymakers in applied linguistics, TESOL, and language policy, the book is an essential roadmap for negotiating the complexities of how English is taught, learnt, assessed, and judged in a globalised world.

Linguistic Discrimination and Global Englishes: Toward Equity and Justice in English Language Education interrogates the complex ways in which linguistic hierarchies, native-speakerism, and underlying institutional ideologies govern the landscape of modern pedagogy. Informed by Global Englishes research as well as raciolinguistic and linguistic human rights perspectives, this book re-envisions linguistic discrimination as an entrenched structural and institutionalised phenomenon rather than isolated prejudice, utilising raciolinguistic lenses to expose native-speakerism as a racialised hierarchy.Across 12 chapters, the volume systematises the critique by operationalising these theoretical insights, moving from conceptual foundations to critical examinations of hiring practices, assessment regimes, English-Medium Instruction (EMI), curricular materials, and the emerging challenges of AI-mediated governance in codifying linguistic standards. Through the synthesis of these domains, from algorithmic policy to classroom practice, it constructs a justice-oriented framework linking macro-level policy, meso-level institutional processes, and micro-level pedagogical transformation.Beyond a simple academic inquiry, this work provides the conceptual instruments for analysing structural linguicism and the epistemological repositioning required to generate a transformative agenda for curriculum reform, teacher education redesign, and organisational accountability. Linguistic justice accordingly serves as a moral imperative that, once institutionalised, acts as a catalyst for systemic change. Designed for researchers, teacher educators, postgraduate students, and policymakers in applied linguistics, TESOL, and language policy, the book is an essential roadmap for negotiating the complexities of how English is taught, learnt, assessed, and judged in a globalised world.

This book provides a comprehensive exploration of the pedagogical implications of Global Englishes for language policy, curriculum design, and assessment. Drawing on current research and practice, the book offers practical guidance for language teachers and curriculum designers, examining the relationship between language policy and curriculum design, and highlighting the importance of assessment in the context of Global Englishes. Over the past few decades, English has emerged as a global lingua franca, used by speakers from diverse linguistic and cultural backgrounds to communicate with one another. However, many English language teachers and curriculum designers are still grappling with the practical implications of Global Englishes. This book addresses this gap and will be an essential resource for language teachers, as well as students and scholars in areas including Language Education, Applied Linguistics, TESOL and English Language Teaching.