This collection offers perspectives from established scholars on the theoretical and practical dimensions of English language education in a post-truth era. Reflecting on the implications of contemporary sociocultural and cultural realities, the volume begins by outlining the conceptual and theoretical foundations for the teaching and learning of English as a platform for post-truth pedagogies.With a focus on relevant educational issues such as literacy, multimodality, interculturality and democratic citizenship, authors provide insight into the unique affordances of English language education in promoting students’ critical abilities. The remaining chapters explore these factors at play across empirical studies spanning multiple educational practices and contexts. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, climate change and environmental awareness. This book will be of interest to students and scholars in English language learning and teaching, multimodality, critical literacy studies, intercultural and democratic citizenship education, socio-semiotics and applied linguistics, as well as practitioners in these fields.