01802nam a22001697a 450000500170000000800410001702200140005810000230007224500910009526000470018630000160023344000510024950500650030052011220036565001050148785600400159220240408074520.0240408b        |||||||| |||| 00| 0 eng d  a0951-0893  aMeighan, Paul J   aTransepistemic English language teaching for sustainable futuresb (Journal Article)  aUKb:Oxford University Press c, July 2023  a294–304p.  aELT Journal v, Volume 77, Number 3, July 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: There is a relationship between language and the environment. Languages shape worldviews, inform behaviours, and are not disconnected from local political, sociocultural, and ecological contexts. English has an enduring colonial, imperialist, and assimilationist legacy and can be easily delinked from context, culture, and place. In this article, I argue that an epistemic (un)learning of the Western ‘epistemological error’ is required to enable equitable validation of all languages and knowledge systems, including those Indigenous and minoritized, in ELT for more sustainable futures. Heritage language pedagogy (HLP), conceptualized differently from mainstream versions, and transepistemic language education in the Canadian context will illustrate how epistemic (un)learning takes place. HLP seeks to relink connections between languages and place-based knowledges. The article demonstrates how HLP and transepistemic language education enables learners and educators to engage in a decolonial and pluriversal sharing of languages, knowledges, and worlds for more equitable and sustainable ELT.  atransepistemic education | decolonial | sustainability| English Language Teaching| Heritage Language  uhttps://doi.org/10.1093/elt/ccad004