This pioneering exploration of trans-speakerism takes readers on a journey that redefines the foundations of language education discourse. This edited volume serves as a vital contribution—bringing together assorted empirical studies and discussions contributed by scholars with various linguistic backgrounds and scholarly experiences from around the world to confront and deconstruct the enduring influence of native-speakerism.
At the heart of this work is the innovative concept of trans-speakerism, which moves beyond historical bifurcated markers for language speakers. Via the adoption of all-embracing terminology—global speakers of English (GSEs), global teachers of English (GTEs), and global Englishes researchers (GERs)—we propose a richer, more contextual understanding that shines a light on individual agency and multiplicity. This volume therefore stands out not only for its theoretical insights but also for its ability to inspire change. We demonstrate new ways to visualize entrenched power dynamics in language education by asserting the strengths and experiences of all practitioners and researchers, whilst honoring their multifaceted identities beyond reductive linguistic categorizations.
Framing language education and its related fields through the prism of trans-speakerism unveils new possibilities for both practitioners and researchers to refurbish traditional hierarchies and herald a future of inclusive excellence.