https://www.um.edu.mt/library/oar/handle/123456789/22326 2026-08-31T09:03:47Z https://www.um.edu.mt/library/oar/handle/123456789/148690 Title: English and glocal justice : rethinking language, power, and advocacy Authors: Xerri, Daniel Abstract: This chapter examines the role of English in advancing social justice by positioning the language not as a neutral global set of skills but as a contested resource shaped by the interplay of global structures and local practices. Drawing on the concept of glocalisation, it highlights English’s dual role as both a bridge for intercultural dialogue and a barrier that reinforces inequalities rooted in colo-nial histories and neoliberal ideologies. Through examples from diverse educa-tional contexts, the chapter explores how hegemonic discourses reproduce systemic inequities, whereas glocal pedagogical practices offer pathways for advocacy and empowerment. Teachers and school leaders are examined as glocal agents whose agency, shaped by personal histories and institutional contexts, enables resistance to exclusionary practices and fosters inclusive education. The chapter culminates in the articulation of a glocal justice lens, a conceptual framework that integrates struc-tural critique, pedagogical transformation, and agency-in-context. This framework calls on policymakers, school leaders, teachers, and teacher educators to reconcep-tualise English education as a means of fostering equity, solidarity, and advocacy across local and global scales, thereby contributing to ongoing debates on language, justice, and education. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148688 Title: Introduction : towards a new understanding of the role of English as a glocal language Authors: Wright, Natalia; Xerri, Daniel Abstract: This introductory chapter proposes a glocalist frame of reference for understanding the evolving function of English, designating it as English as a Glocal Language (EGL). Drawing on earlier predictions concerning the emergence of hybrid Englishes, the weakening of the language’s elitist status, and forces of commu-nity identity asserting themselves, the chapter argues that these changes necessi-tate a new conceptualisation. EGL is situated within the contemporary context of deglobalisation, a phenomenon characterised by diminishing global interconnected-ness and a shift toward localism, which creates tension between global and local forces. Informed by glocalisation and postcolonial scholarship, the EGL framework encompasses principles like the decolonial approach, critical pedagogy, and localised globalism. The chapter positions EGL as a more nuanced understanding that captures the complexities of the English language in contemporary times and accommodates the dynamic relationship between its global prominence and its localised adapta-tions, serving as a medium for both global communication and the voicing of local concerns. By re-envisioning English in the globalisation–deglobalisation nexus, the chapter shows that EGL’s purpose is to preserve a heterogeneous and plurilingual world and promote local empowerment. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148684 Title: The rise of English as a glocal language : reimagining its role in an era of deglobalisation Authors: Wright, Natalia; Xerri, Daniel Abstract: This edited volume highlights the growing recognition of the need for a more comprehensive understanding of language shaped by local contexts. It seeks to further conceptualise Global English(es) as localised language practices. Such practices illustrate how the English language is transformed to meet the needs of diverse communities, reflecting their social, cultural, and political values. Recognising that ‘glocality’ is a unique characteristic of today’s world, this volume expands upon the previously proposed conceptualisation of English as a Glocal Language (EGL)—one that is simultaneously global and local—to capture and accommodate the whole spectrum of cultural meanings and interpretations it is capable of conveying. This book is a useful resource for researchers, applied linguists, ELT professionals and practitioners, among others.; Testimonial for The Rise of English as a Glocal Language; Jennifer Jenkins, Emeritus Professor, University of Southampton UK; It is only rarely that a truly original and exciting publication appears within the broad field of the spread of English, but this edited volume is one such book. The editors and their contributors position the field not, as conventionally done, within global Englishes but within a ‘deglobalised’ glocal framework. As they demonstrate throughout, this is a far more appropriate perspective within which to explore the teaching of English around the world. The book’s raison d’être having been established in the introduction, the chapters that follow, based on new empirical research, range far across geographical contexts, and include rarely researched regions such as Pakistan and Israel/Palestine as well as original focuses, for example, composers in Latin America. Highly recommended for anyone interested in World Englishes, ELF, or ELT more widely. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148543 Title: EMI teachers in European coastal linguistic contexts : lived experiences Authors: Vassallo, Odette; Xerri, Daniel Abstract: This chapter investigates the lived experiences of higher education academics implementing English Medium Instruction (EMI) across eight coastal European universities. Utilizing a qualitative research design based on three focus groups (n = 16) conducted during an international staff training week in Malta, the study examines the challenges academics face when teaching in English, the strategies they employ, and the impact of EMI on their professional identity and pedagogical practices. Key findings reveal that academics experience linguistic insecurities, reduced spontaneity, and difficulties with classroom management discourse, alongside navigating the dual challenge of delivering complex disciplinary content while supporting students' language needs. The study also highlights emerging challenges, including student disengagement and the disruptive impact of Generative AI (GenAI) on written assignments. In response, teachers demonstrate adaptability by employing multimodal resources, scaffolding techniques, and collaborative strategies. The authors argue that effective EMI implementation requires moving beyond a purely linguistic focus to embrace a holistic pedagogical framework that provides targeted professional development, student EAP support, and formal recognition of multilingual practices. 2026-01-01T00:00:00Z