This edited book makes a much-needed contribution to the scholarship focused on critically examining concepts, discourses, and frameworks of diversity in English language education. It offers global perspectives from both established and emergent scholars in the domains of material design, teacher education, policy analysis, teacher identity in English language education and research. The authors employ a range of approaches to investigate diversity-related issues from textbook analysis and poetic autoethnography to larger qualitative, interview-based studies with English language teachers, student teachers, and families. Covering seminal issues such as the diversity lost (or available) within and across traditional English language categorizations (e.g., ESL/EFL, English as a lingua franca) to the use of ChatGPT in English language education, this volume confronts ideologies that reproduce neoliberal and Eurocentric engagements with diversity, despite the appearance of plurality, and calls for a care-centered engagement with diversity. This book will be of interest to teachers, teacher educators, policy makers, material designers, and researchers in fields including Applied Linguistics, TESOL, Teacher Education, Sociology of Education, and Cultural Studies, among others.