B8-107 Workshop 1: Dr Gregory Paul Glasgow; Workshop 2: Dr Mayumi Kashiwa
Dr Gregory Paul Glasgow: Agency in Language Classrooms for Teachers of Colour.
Despite increasing diversity in Japan’s ELT sector, equity and inclusion remain limited. English teachers of colour from both Global South and Global North communities often face barriers to professional legitimacy. Job discrimination, the lack of cultural representation in ELT materials, coupled with stereotyping and the challenge of navigating hypervisibility / invisibility further undermines their sense of respect, creativity, and empowerment. Drawing on my research on language teacher identity, decoloniality, raciolinguistics, Global/Unequal Englishes (Glasgow, 2023, 2024) and the use of real-life examples, I offer a strategic blueprint to these challenges. Respect involves contesting hegemonic perceptions of English, nation, identity, and language to ensure equal recognition of the backgrounds and origins of teachers often not viewed as “legitimate”. Creativity allows teachers to resist ELT norms, create spaces for implementing intercultural pedagogies, and advocate for systemic change. Empowerment involves teachers' active displays of self-efficacy, autonomy, and ownership of one’s professional trajectory throughout their careers. This can happen through commanding respect and implementing creative ways to leverage professional knowledge, decolonize ELT, build support networks, and amplify marginalized voices in language education. By foregrounding these three interconnected dimensions, this blueprint provides practical strategies for navigating ELT’s structural constraints in Japan while fostering a more inclusive educational landscape. Though this talk centers on teachers of colour, its principles clearly apply to all educators striving for professional legitimacy and equity in the field.
Dr Gregory Paul Glasgow is an Associate Professor in the Department of English at Kanda University of International Studies who specializes in sociolinguistics, social theory, critical applied linguistics and language education. His research integrates Global Englishes, decolonial theory, critical realism, and the study of language teacher identity to examine issues in language policy and practice in TESOL. His work also includes research on second language (L2) pragmatic instruction, sociopragmatics and critical pedagogy. His most recently published book is Black teachers of English(es) in Japan: Transnational, professional and pedagogical encounters (Multilingual Matters).
