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Transnational migration across different borders often necessitate immigrants learning different languages, values and customs of the receiving country for a 'successful' social and economic integration. Available evidence suggests that adult immigrants studying non-academic English as a second or other language (ESOL) worldwide is large and fast-growing. In this chapter, drawing on decolonial perspective, we explore the nuanced racio-linguistic ideologies and Eurocentric linguistic visions underpinning language of teaching adults. In line with Lalage Bown's pioneering work in Adult Education broadly challenging educational institutions to rethink their curricular and pedagogical practices in such ways to include 'other' voices and ways of learning, we argue, for a teaching/learning approach that is culturally responsive to the diverse needs of adult English learners.

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