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This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica.
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.
With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.
This edited volume examines how transnational English language assessment practices are envisioned, enacted and justified by different stakeholders including students, teachers and universities in different geographical contexts, and what would be the multi-level consequences of such practices.
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