Countering Neoliberalism and Class Erasure in English Language Education: Socially and Interculturally Aware English Language Teacher Education

Neoliberalism attempts to erase class and associated inequalities from educational discourses, framing individuals as self-interested and solely responsible for their own success or failure. English language education, closely tied to neoliberal discourses of competitiveness, employability, and mobility, cannot be considered outside this process of class erasure, particularly given the global status of English and its role in reproducing social inequalities. Yet, despite the profound influence of social class on language learning and teaching, social class awareness has received limited attention in English language teacher education (ELTE). To address this gap, this conceptual article proposes ways for ELTE programs to foster awareness of structural inequalities and unequal social positions. Building on a conceptualization of social class, the article emphasizes the integration of Freirean dialogue and critical interculturality into initial ELTE curricula. Through these concepts, the article seeks to help teacher candidates develop both critical intercultural repertoires and a deeper recognition of how social class shapes opportunities for language learning and teaching. In turn, future language teachers can acquire the dispositions and skills necessary to help alleviate class-based inequalities and contribute to socially just educational practices.