Leading off, Ryuko Kubota, Ryosuke Aoyama, Ryan Deschambault, and Takeshi Kajigaya collectively reflect on the procedural and ethical dilemmas, efforts to meet imagined needs of the audience, and discoveries of diversity during the filmmaking process of their documentary “World Englishes: Voices in Canada” (cf., Kubota, 2023). Recent paradigms in the study of global Englishes, such as English as a lingua franca and translanguaging, highlight the multiplicity, negotiability, and fluidity of English, forming an umbrella framework of global Englishes (Rose & Galloway, 2019). Furthermore, raciolinguistic perspectives in language education have emphasized the need to illuminate not only the diversity of linguistic forms and practices but also the English users who bring their racial, gender, class, and other identities to communication (Kubota et al., 2022; Saraceni & Jacob, 2021). These pluralistic perspectives have challenged the perceived superiority of standardized English and native speakers of English, who are often imagined as white, and advocated awareness raising among students and teachers (Matsuda, 2020). Nevertheless, there is a persistent belief that the best forms of English are standardized varieties spoken by native speakers from North America or England. Moreover, these native speakers are often imagined as being white, leading to not only accent but also to racial discrimination (Brown, 2022). In light of the tensions, creating a public-facing documentary about the pluralistic forms of English represents the team’s efforts in promoting the focus on English users and to counter harmful ideologies.

Next, Lucia Casiraghi’s talk explores the translanguaging practices of Italian young social media users, with a particular focus on the influence of English as the internet's lingua franca and its relationship with the wide variety of Italian local languages. The study combines an online survey, in-depth interviews, and the analysis of a corpus of internet memes to investigate the role of English and Anglo-American culture in shaping the linguistic and cultural landscapes of young Italians, including those of second-generation heritage. The survey and interview findings show that English facilitates global communication and significantly impacts local linguistic practices, leading to innovative forms of expression among Italian youth. This phenomenon is reflected in the translanguaging strategies they employ, blending English, Italian, and dialects in both digital discourse and daily interactions. The study also uncovers a dual stance towards the Anglo-American culture conveyed through pop culture products, underscoring the complexity of cultural and linguistic adaptation in the digital era. The analysis of memes reveals the fluidity of younger generations’ language use, showcasing how English words and phrases are creatively appropriated and localized within Italian online communities. This research contributes to a deeper understanding of how English acts as a catalyst for linguistic innovation and cultural exchange, highlighting the complex interplay of attitudes, habits, and the ambivalent reception of globalized linguistic and cultural products in the digital age.

To conclude, Maureen O. Gallagher examines the right-wing backlash against inclusive language in German- and English-language contexts and contrast them with the pedagogical possibilities for linguistic justice in the language classroom. The question of gender-inclusive and gender-neutral language has received much media attention, both within and beyond the English-speaking world. In Germany, the backlash against inclusive language is growing. Cities and states discuss potential bans on gender-neutral and inclusive language in schools and official publications. Language pedagogy, particularly from the English-speaking academy, offers alternative methods for conceptualizing the relationship between gender and language, including Kris Knisely and Joshua Paiz’s concept of trans and queer inquiry based pedagogies (TQIBP), Yuliya Komska, Michelle Moyd and David Gramling’s Linguistic Disobedience (2019), intercultural competence, and culturally-responsive pedagogy. These alternative understandings of language, power, and gender show how the language classroom can be seen not as a site for the dissemination of the linguistic and cultural norms of the source culture but instead as a space of encounter, where issues such as gender can be investigated and negotiated. In discussing her experience teaching German in the US and Australia using a gender-inclusive German curriculum, Gallagher will highlight the importance of going beyond linguistic, disciplinary, and national borders to achieve linguistic justice.