Challenging conventional Anglophone-centric approaches to English language teaching, this volume examines how ELT practices impact diverse student populations in higher education worldwide. Drawing on empirical studies from 12 institutions across Latin America, Africa, Europe, and Asia, it reveals how colonial language ideologies persist in shaping classroom dynamics, assessment methods, and institutional policies. By integrating Global Englishes research with decolonial perspectives, the book offers actionable strategies for fostering equitable language education. Each chapter is grounded in empirical data, presenting case studies that highlight student experiences, teacher insights, and administrative challenges. Its practical focus and global scope offer innovative approaches to creating inclusive ELT practices. With voices from nine countries, this collection brings together diverse perspectives, making it an indispensable resource for researchers, instructors, and postgraduate students in Global Englishes, ELT/TESOL and decolonial education.
