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.

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.

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