“If I Don’t Do It, Somebody Else Will”: Covert Neoliberal Policy Discourses in the Decision‐Making Processes of an Intensive English Program

Intensive English programs (IEPs) have traditionally been central actors in promoting teacher professional development, curricular innovations, and applied linguistics and second language acquisition research. Yet at the same time, the programs are also central actors in neoliberal linguistic commodification. This article demonstrates how neoliberalism influences the covert policy discourses of the decision‐making processes of an IEP. Using an...