Manan Sa 1
1. Identities in Flux: English as Cultural Capital and a Rationale for Investment in a Pakistani University Classroom
2. Language policy and planning in the teaching of native languages in Pakistan
3. Englishisation of Sindhi: mapping the impact of English on Sindhi in the linguistic landscape of Sindh
4. Global aspirations versus local resources: planning a sustainable English teaching policy in Pakistan
5. Transporting and reconstructing hybrid identity through language use in the work domain: focus on Filipinos in Malaysia
6. Transliterated multilingualism/globalisation: English disguised in non-Latin linguistic landscapes as new type of world Englishes?
7. Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan
8. Understanding challenges, investment, and strategic language use of postgraduate students in an English-medium university in Kazakhstan
9. Unpacking the complexity of English language teacher-tutor identities in Kazakhstan: a qualitative inquiry
10. Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan
11. ‘Hazaragi in My Opinion Is Not a Language’: Insights Into Hazara Minority Speakers’ Language Attitudes and Identity Changes in Pakistan
12. “Whiteness” and Future “Imaginaries”: Pakistani Test-Takers Perspectives on Mobility and High-Stakes English Proficiency Tests
13. Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan
14. Beyond ‘two-solitudes’ assumption and monolingual idealism: generating spaces for multilingual turn in Pakistan
15. Celebratory or guilty multilingualism? English medium instruction challenges, pedagogical choices, and teacher agency in Pakistan
16. Deprescriptivising folk theories: critical multilingual language awareness for educators in Pakistan
17. “Disinvestment” in Learners’ Multilingual Identities: English Learning, Imagined Identities, and Neoliberal Subjecthood in Pakistan
18. Ecological planning towards language revitalization: The Torwali minority language in Pakistan
19. English as an index of neoliberal globalization: The linguistic landscape of Nur-Sultan, Kazakhstan
20. ‘English is like a credit card’: the workings of neoliberal governmentality in English learning in Pakistan
21. From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context
22. From policy dumping to a participatory framework: re-envisioning the English medium instruction policy in Kazakhstan’s mainstream schools
23. Negotiating English-only gatekeepers: teachers’ agency through a public sphere lens
24. Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan
25. Reclaiming the indigenous knowledge(s): English curriculum through ‘Decoloniality’ lens
26. Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan
27. Gaps between policy aspirations and enactment: graduate students’ struggles with academic English amidst a turbulent transition to the EMI environment in Kazakhstani universities
28. Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors
1