This is a special issue devoted to the theme of Diversity and Representation in the ELT Classroom and consists of ten articles presenting the latest theoretical deliberations, research and scholarship from institutions in the United Kingdom, the United States, Germany, Hong Kong, the Philippines and Japan, and covers important topics in the field, including, but not limited to: ● Students’ perspectives on diversity and inclusion ● Trauma and the use of translanguaging space as a vehicle for psycho-social support for refugee learners ● Culturally-sustaining MALL pedagogies for migrant children ● Student’s attitudes and beliefs regarding gender and teaching about gender ● Critical language pedagogy ● Teachers’ experiences with neurodiverse students ● Helping learners with dyslexia in acquiring a second/additional language