The world of English language teaching: Creating equity or inequity?

Denise E. Murray*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    18 Citations (Scopus)


    English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.

    Original languageEnglish
    Pages (from-to)60-70
    Number of pages11
    JournalLanguage Teaching Research
    Issue number1
    Publication statusPublished - 1 Jan 2020


    • immigrants
    • international students
    • megatrends
    • teacher education
    • technology


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