Appendix: Decolonizing ELT

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Bartolomé, L. I., & Leistyna, P. (2006). Introduction: Naming and interrogating our English-only legacy. The Radical Teacher, 75, 2-9.

Brumfit, C. (2006). What, then, must we do? Or who gets hurt when we speak, write and teach? In J. Edge (Ed.), (Re)locating TESOL in an age of empire (pp. 27-48). New York, NY: Palgrave and Macmillan

Brutt-Griffler, J. (2002). World English: A study of its development. Clevedon, England: Multilingual Matters.

Brutt‐Griffler, J., & Samimy, K. K. (1999). Revisiting the colonial in the postcolonial: Critical praxis for nonnative‐English‐speaking The CATESOL Journal 29.1 • 2017 • 129 teachers in a TESOL program. TESOL Quarterly, 33(3), 413-431.

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. New York, NY: Oxford University Press.

Crowley, T. (2009). Class, Ethnicity, and the Formation of “Standard English”. In A Companion to the History of the English Language (eds H. Momma and M. Matto). doi:10.1002/9781444302851.ch30

Curtis, A., & Romney, M. (2006). Color, race, and English language teaching: Shades of meaning. Mahwah, NJ: Lawrence Erlbaum.

Edge, J. (2006). (Re)locating TESOL in an age of empire. New York, NY: Palgrave and Macmillan

Fabrício, B. F., & Santos, D. (2006). The (re-)framing process as a collaborative locus for change. In J. Edge (Ed.), (Re)locating TESOL in an age of empire (pp. 65-83). New York, NY: Palgrave and Macmillan.

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171.

Garcia, O. (2009). Education, multilingualism, and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 125-139). Tonawanda, NY: Multilingual Matters.

Hsu, F. (n.d.). Resisting the Coloniality of English: A Research Review of Strategies.

Jenkins, D. (2018). Critical Lens to Rethinking Power, Privilege, and Inequity: “Systemically Dominant” and “Systemically Non- Dominant. Share the Flame LLC: Camas, WA.

Jones, William. “Basic Writing: Pushing against Racism.” Journal of Basic Writing, v12 n1 p72-80 Spr 1993.

Jones, Kenneth and Tema Okun. THE CHARACTERISTICS OF WHITE SUPREMACY CULTURE: From Dismantling Racism: A Workbook for Social Change Groups. ChangeWork, 2001

Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9-27 ). New York, NY: Routledge.

Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66-85.

Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. New York, NY: Teachers College Press.

Phillipson, R. (1992). Linguistic imperialism. London, England: Oxford University Press.

Pitts, Jamilah. What anti-racism really means for educators. (n.d.). Retrieved March 02, 2021.

Tolman, J. (2006). Learning, unlearning, and the teaching of writing: Educational turns in postcoloniality. Critical Inquiry in Language Studies, 3(2-3), 191-202.

Watson, Missy. (2018). Contesting Standardized English. AAUP, 2018.