My students hardly speak English, do I still need to decolonise my teaching practice? A dialogue with a critical friend

References

• Behari-Leak, K., S. Josephy, M. A. Potts, G. Muresherwa, J. Corbishley, T. A. Petersen, and B. Gove. 2021. “Using Vulnerability as a Decolonial Catalyst to Re-Cast the Teacher as Human(e).” Teaching in Higher Education 26 (4): 557–572. https://doi.org/10.1080/13562517.2019.1661376.
   Web of Science ®Google Scholar
• Bolton, K., and J. Bacon-Shone. 2020. “The Statistics of English Across Asia.” In The Handbook of Asian Englishes, edited by K. Bolton, W. Botha, and A. Kirkpatrick, 49–80, Wiley Blackwell.
   Google Scholar
• Boonsuk, Y., F. E. Wasoh, and E. A. Ambele. 2022. “Global Englishes Pedagogical Activities for English-As-A-Foreign Language Settings and Beyond: Understanding Thai teachers’ Practices.” RELC Journal 003368822211121. https://doi.org/10.1177/00336882221112193.
   Web of Science ®Google Scholar
• Canagarajah, S. 2022. “Challenges in Decolonizing Linguistics: The Politics of Enregisterment and the Divergent Uptakes of Translingualism.” Educational Linguistics 1 (1): 25–55. https://doi.org/10.1515/eduling-2021-0005.
   Google Scholar
• Farrell, T. 2001. “Critical Friendships: Colleagues Helping Each Other Develop.” ELT Journal 55 (4): 368–374. https://doi.org/10.1093/elt/55.4.368.
   Google Scholar
• Foley, J. 2022. “CLT Using CEFR and EIL in Southeast Asia and East Asia in the English Language Classroom.” RELC Journal 53 (1): 240–252. https://doi.org/10.1177/0033688221998079.
   Web of Science ®Google Scholar
• Giroux, H. 2020. “Neoliberal Dis-Imagination, Manufactured Ignorance and Civic Illiteracy.” In Neoliberalism in Context: Governance, Subjectivity and Knowledge, edited by S. Dawes and M. Lenormand, 271–287, Palgrave Macmillan.
   Google Scholar
• Goodson, I. F. 1991. “Sponsoring the Teacher’s Voice: Teachers’ Lives and Teacher Development.” Cambridge Journal of Education 21 (1): 35–45. https://doi.org/10.1080/0305764910210104.
   Google Scholar
• Kelchtermans, G. 2005. “Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy.” Teaching & Teacher Education 21 (8): 995–1006. https://doi.org/10.1016/j.tate.2005.06.009.
   Web of Science ®Google Scholar
• Kester, K., S. Loughlin, C. Chang, M. Watkins, and J. Cha. 2020. “Decolonizing Higher Education: Practical Examples from International and Intercultural Educators in Korea.” Korea TESOL Journal 16 (1): 27–54.
   Google Scholar
• Kubota, R. 2020. “Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics.” Applied Linguistics 41 (5): 712–732. https://doi.org/10.1093/applin/amz033.
   Web of Science ®Google Scholar
• Kubota, R. 2022. “Decolonizing Second Language Writing: Possibilities and Challenges.” Journal of Second Language Writing 58:58. https://doi.org/10.1016/j.jslw.2022.100946.
   Web of Science ®Google Scholar
• Leonard, J. 2019. “Beyond ‘(Non) Native-speakerism’: Being or Becoming a Native-Speaker Teacher of English.” Applied Linguistics Review 10 (4): 677–703. https://doi.org/10.1515/applirev-2017-0033.
   Web of Science ®Google Scholar
• Loo, D. B., and J. Sairattanain. 2023. “Disrupting Discourses of Deficiency in English for Academic Purposes: Dialogic Reflection with a Critical Friend.” Pedagogy Culture & Society 31 (4): 669–685. https://doi.org/10.1080/14681366.2021.1947355.
   Web of Science ®Google Scholar
• MacPhail, A., D. Tannehill, and R. Ataman. 2021. “The Role of the Critical Friend in Supporting and Enhancing Professional Learning and Development.” Professional Development in Education 1–14. https://doi.org/10.1080/19415257.2021.1879235.
   Google Scholar
• Milner, H. R. 2007. “Race, Culture, and Researcher Positionality: Working Through Dangers Seen, Unseen, and Unforeseen.” Educational Researcher 36 (7): 388–400. https://doi.org/10.3102/0013189X07309471.
   Google Scholar
• Rajendram, S. 2022. “’Our Country Has Gained Independence, but We haven’t’: Collaborative Translanguaging to Decolonize English Language Teaching.” Annual Review of Applied Linguistics 42:78–86. https://doi.org/10.1017/S0267190521000155.
   Web of Science ®Google Scholar
• Savski, K. 2019. “Putting the Plurilingual/Pluricultural Back into CEFR: Reflecting on Policy Reform in Thailand and Malaysia.” Journal of ASIA TEFL 16 (2): 644–652. https://doi.org/10.18823/asiatefl.2019.16.2.13.644.
   Web of Science ®Google Scholar
• Tupas, R. 2019. “Entanglements of Colonialism, Social Class, and Unequal Englishes.” Journal of Sociolinguistics 23 (5): 529–542. https://doi.org/10.1111/josl.12384.
   Google Scholar
• Vo, L. T., and H. T. Mai Nguyen. 2010. “Critical Friends Group for EFL Teacher Professional Development.” ELT Journal 64 (2): 205–213. https://doi.org/10.1093/elt/ccp025.
   Web of Science ®Google Scholar
• Wei, L. 2022. “Translanguaging as a Political Stance: Implications for English Language Education.” ELT Journal 76 (2): 172–182. https://doi.org/10.1093/elt/ccab083.
   Web of Science ®Google Scholar