Situated at the locus of power relations in and through language, translators and language teachers are entwined by and within complex ideologies, epistemologies, and governing policies. In particular, their identity construction, personal stance, and mediations continually reproduce, redefine, and/or resist in varying ways the hegemony of the English language both as legacy of British and American colonialism and as prime language of globalization. 

Considering marginalization of non-English speakers, cultural and economic global inequalities, social hierarchies leveraged through educational settings, linguistic diversity and linguistic justice, this panel wishes to generate and engage in a conversation self-reflexive positions and affective assemblages of translators and English-language teachers.

We invite participants to consider topics, including but not limited to:


Self-reflexive stance in English language teaching and/or translation
Teaching and/or translation approaches to redefine power relations through English
“Non-native” English speaker teaching English
Teaching English in monolingual or multilingual spaces
English as medium of representation
English as global language
English as (dis)empowering tool
English as inter-cultural bridge
English as multicultural space
World Englishes
English and gender


Please submit an abstract (max. 250 words) and bio (max. 150 words)