“This book would be great for undergraduate and graduate level advocacy courses in TESOL/TELF/ELT teacher education programs. The content is truly international, and from countries that usually we hear less from in the field of TESOL. The book offers real life examples from different parts of the world, it describes limitations in different contexts, and it includes reflections on strategies and practices that could be used. Giving instructors from the reported countries the opportunity to write each chapter through well-conceptualized guiding questions creates uniformity throughout and makes this book truly phenomenal.”

- Iara Mantenuto, California State University, Dominguez Hills

“With timely chapters detailing advocacy in a diverse range of settings, Decentering Advocacy in English Language Teaching fills a void in the literature on EL advocacy by detailing international components of advocacy work. This is an essential volume for professionals interested in how EL advocacy can be put into practice globally.”

- James Whiting, Plymouth State University

“The value of this volume lies in the editors’ utmost commitment to bringing forward voices of advocate authors from around the globe. Readers from constrained contexts will see themselves in the actions and risks of these change agents. All readers will be inspired to advocate more, whatever their English language teaching context, in order to improve the life trajectories of their students.”

- Heather Linville, University of Wisconsin–La Crosse

“The decolonizing English language teaching (ELT) project is essential for the field of teaching English as an Additional Language. The question of advocacy is often overlooked in this conversation, and the authors in this book brilliantly center advocacy as integral to decolonization. Reflecting a wide range of advocacy efforts at the micro, meso, and macro level from around the world, this edited volume challenges normalized notions of advocacy and stresses the importance of contextualization of ELT centered in a vision for equity.”

- Ester de Jong, University of Colorado Denver

"[T]his volume represents a valuable step toward shifting the focus of ELT advocacy literature beyond predominantly Western perspectives and showcasing educator-advocates’ voices in underrepresented contexts. It portrays advocacy as a situated, everyday practice shaped by educators’ resilience, ingenuity, and critical reflection within their specific contexts. . . .This  volume will  be of particular interest to English language education  professionals who are interested in, or committed to, the intersection of ELT and advocacy."

- Xiaoxiao Kong, TESOL in Context