This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language teaching and learning in the post-truth era.

The volume begins by outlining the theoretical foundations for the study of the teaching and learning of English as a platform for post-truth pedagogies, with authors reflecting on the implications of contemporary sociopolitical and cultural realities for critical literacies and critical interculturality. The remaining chapters explore these factors at play across empirical studies spanning myriad educational practices and contexts around the world. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, and climate change, as well as practical and pedagogical considerations for fostering critical thinking, ethical and environmental awareness, deep learning, and democratic citizenship in a post-truth climate in the classroom.

This book will be of interest to students and scholars in English language learning and teaching, language and education, intercultural education, critical literacy studies, and applied linguistics, as well as practitioners in these fields.