1st Edition
Race, Culture, and Identities in Second Language Education Exploring Critically Engaged Practice
The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. Meeting an urgent need for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education, the key questions addressed in this groundbreaking volume are these:
- How are issues of race relevant to second language education?
- How does whiteness influence students’ and teachers’ sense of self and instructional practices?
- How do discourses of racialization influence the construction of student identities and subjectivities?
- How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement?
- How can teachers transform the status quo?
Each chapter is grounded in theory and provides implications for engaged practice. Topics cover a wide range of themes that emerge from various pedagogical contexts. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue.
Preface
List of Contributors
Chapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and Practice
Ryuko Kubota and Angel Lin
Part I: Interrogating Whiteness
Introduction
Chapter 2: Unpacking White Racial Identity in English Language Teacher Education
Tonda Liggett
Chapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United States
Rachel A. Grant and Incho Lee
Chapter 4: Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks: Images as Discourse
Cosette Taylor-Mendes
Chapter 5: "It’s Not Them; It’s Not Their Fault": Manifestations of Racism in the Schooling of Latina/os and ELLs
Sherry Marx
Part II: Racializing Discourses and Identity Construction in Educational Settings
Introduction
Chapter 6: Uninhabitable identifications: Unpacking the Production of Racial Difference in a TESOL Classroom
Constance Ellwood
Chapter 7: Understanding the Racialized Identities of Asian Students in Predominantly White Schools
Lan Hue Quach, Ji-Yeon O. Jo, and Luis Urrieta, Jr.
Chapter 8: Classroom Positionings and Children’s Construction of Linguistic and Racial Identities in English-Dominant Classrooms
Laurie Katz & Ana Christina DaSilva Iddings
Chapter 9: Race and Technology in Teacher Education: Where is the Access?
Francis Bangou & Shelley Wong
Chapter 10: Operating Under Erasure: Race/Language/Identity
Awad Ibrahim
Part III: Toward a Dialectic of Critically Engaged Praxis
Introduction
Chapter 11: Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives towards their Mexican American English Learners
Socorro Herrera and Amanda Rodriguez Morales
Chapter 12: Transforming the Curriculum of NNESTs: Introducing Critical Language Awareness (CLA) in a Teacher Education Program
Carmen Chacón
Chapter 13: Narratives in the Wild: Unpacking Critical Race Theory Methodology for Early Childhood Bilingual Education
Sara Michael-Luna
Chapter 14: Linguicism and Race in the United States: Impact on Teacher Education from Past to Present
Theresa Austin
Chapter 15: Un/Marked Pedagogies: A Dialogue on Race in EFL and ESL Settings
Eve Haque & Brian Morgan
Chapter 16: Race and Language as Capital in School: A Sociological Template for Language Education Reform
Allan Luke
Biography
Ryuko Kubota is Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada.
Angel Lin is Associate Professor in the Department of English, University of Hong Kong.
"…a pioneering collection of groundbreaking studies that interrogate how race operates overtly and covertly in contexts of second language learning." -- Angela Reyes, Hunter College, City University of New York
