Decolonizing EFL Writing Education

<p>Arguably the first book-length exploration of decolonizing English as a Foreign Language (EFL) writing education this novel volume uses poetic autoethnography to provide a situated dynamic and complex view of multilingual writers through their second language (L2) academic writing and creative writing.</p><p>Responding to contemporary calls to decolonize L2 writing as a field and diversify academic writing for multilingual students this book is the first of its kind to explore the decolonization of EFL writing education from a Global Southern context. Chapters critically and creatively consider issues of educational technologies translanguaging academic writing epistemology and pedagogy from two writing courses from a Global South and classroom writing ecology perspective. Using poetic autoethnography alongside data from authentic writing classrooms in Thailand the book posits that emergent translanguaging literature can be cultivated for decolonization purposes critiquing and providing decolonial options in such areas as monolingual ideology freewriting student identity and mind.</p><p>Empowering EFL writing teachers to raise students’ critical awareness of issues such as writing culture and coloniality this book will be of key interest to researchers scholars and postgraduate students in the fields of applied linguistics Teaching English to Speakers of Other Languages (TESOL) L2 writing multilingual education and language policy and planning.</p>