Racializing ESOL Teacher Identities in U.S. K-12 Public Schools

Autor/in	Motha, Suhanthie
Titel	Racializing ESOL Teacher Identities in U.S. K-12 Public Schools
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 40 (2006) 3, S.495-518 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Standard Spoken Usage; North American English; Race; Elementary Secondary Education; English (Second Language); Public School Teachers; Native Speakers; Language Teachers; Korean Americans; Ethnography; Beginning Teachers; Second Language Instruction; Teacher Education; Professional Development; Feminism; Whites + Suchen Sie Ihr Suchwort? Gesprochene Sprache; Umgangssprache; Amerikanisches Englisch; Rasse; Abstammung; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Language teacher; Sprachunterricht; Ethnografie; Junior teacher; Junglehrer; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Feminismus; White; Weißer
Abstract	Through a year-long critical feminist ethnography, this article examines the challenges faced by beginning K-12 ESOL teachers in the United States as they grappled with the significance of their own racial identities in the process of negotiating the inherent racialization of ESOL in their language teaching contexts. I foreground the significance of race in the teaching, language, and identities of four K-12 public school teachers; three White and one Korean American, whose orientations were specifically antiracist. The study examined the implications of teachers' privileged status as native speakers of standard English, a raced category, within an institutional culture that underscored the supremacy of both Whiteness and native speaker status. The study found the teachers' practice to be complexified by their attentiveness to their own and their students' racial identities and by their consciousness of the situatedness of their practice within a broader sociopolitical context. The findings also illustrated the ways in which the teachers negotiated spaces in which they could challenge the silent privilege accorded to Standard American English by problematizing school policies surrounding World English and African American Vernacular English. Implications for theory, practice of teaching English to speakers of other languages, teacher education, and professional development are discussed. (Contains 1 table and 4 footnotes.) (Author).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10