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Abstract
The relatively limited consideration of ideology in mainstream theory and research of English language teaching (ELT) has arguably prevented the problematization of many taken-for-granted perceptions and practices in the field. This article brings part of this marginalised body of scholarship on issues of ideology in the area of ELT together to highlight its potential insights. The article sets out from a view of ideology as the most fundamental beliefs in any social practice, which may provide a less-formidable conception of the term and lessen the divergence among ELT researchers who do concern themselves with ideology. Then, after a brief sketch of the notion of ideology of language (education), I present an overview of this marginal but vibrant stream of thought on issues of ideology in ELT. Overall, the discussion acts as a call for the further understanding and embracement of socio-politically sensitive and ideologically informed approaches to ELT theory, research, and practice.