Addressing Racialized Multicultural Discourses in an EAP Textbook: Working toward a Critical Pedagogies Approach

Autor/in	Chun, Christian W.
Titel	Addressing Racialized Multicultural Discourses in an EAP Textbook: Working toward a Critical Pedagogies Approach
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 50 (2016) 1, S.109-131 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.216
Schlagwörter	Critical Theory; English for Academic Purposes; Second Language Learning; Second Language Instruction; Textbooks; Classroom Techniques; Classroom Communication; Teaching Methods; Cultural Pluralism; Discourse Analysis; Content Analysis; Racial Attitudes; Race; Immigrants; Cultural Differences; Racial Differences; Power Structure; Self Concept; Authors; Teacher Attitudes; Academic Discourse; Literacy; Ethnography + Suchen Sie Ihr Suchwort? Kritische Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Klassenführung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Diskursanalyse; Inhaltsanalyse; Rassenfrage; Rasse; Abstammung; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Rassenunterschied; Selbstkonzept; Author; Autor; Autorin; Lehrerverhalten; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnografie
Abstract	Racialized multicultural discourses emerge in the TESOL classroom via textbook representations of immigrant success stories and perceived racial and cultural differences among students. Although liberal multicultural discourses may be well intentioned, these discourses warrant closer examination for the ways in which they can essentialize cultural identities and enact power dynamics of who is defining and who is being defined. Drawing on an ethnographic English for academic purposes (EAP) classroom case study, and with the aim of bridging the gap between critical theories and actual classroom practices, this article explores the approaches an instructor implemented with students in addressing such discourses in an EAP textbook chapter. The article first presents the chapter's passages and then describes how the discourses were initially taken up by the participants. A conversation between the instructor and the author in which the instructor shared a racializing experience is then featured, providing the context for her subsequent approach in which she revisited the reading with students. The author examines the classroom interactions with two questions in mind: How did the instructor's critical pedagogies approach work to mediate the racialized representations in the chapter? Did this approach facilitate more meaningful dialogical engagements enabling the students to develop their academic literacies? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01