Advocacy has been an important part of English language teaching, teacher training, and the experiences of individual students. By bringing together ELT advocates that represent diverse continents and countries, Decentering Advocacy in English Language Teaching highlights global efforts in advocacy as it provides an overview of best practices for English language teaching and learning. 

In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.

Kate Mastruserio Reynolds is Professor of Teaching English to Speakers of Other Languages & Literacy at Central Washington University. 
Grazzia Maria Mendoza-Chirinos is Researcher at WIDA the University of Wisconsin–Madison. 
Debra Suarez is an Executive Director of Uplifting Teachers and 2024–25 President of the TESOL International Association.
Okon Effiong is Lecturer of English at Qatar University. 
Georgios Kormpas is Director of Teaching, Learning, and Development Center at Al Yamamah University.