"No Difference between African American, Immigrant, or White Children! They Are All the Same.": Working toward Developing Teachers' Raciolinguistic Attitudes towards ELs

Autor/inn/en	Song, Kim; Kim, Sujin; Preston, Lauren Rea
Titel	"No Difference between African American, Immigrant, or White Children! They Are All the Same.": Working toward Developing Teachers' Raciolinguistic Attitudes towards ELs
Quelle	In: International Journal of Multicultural Education, 23 (2021) 1, S.47-66 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Teacher Attitudes; Racial Attitudes; English Language Learners; Racial Bias; Language Usage; Social Bias; Faculty Development; Critical Theory; Race; African American Students; Standard Spoken Usage; Nonstandard Dialects; Preservice Teachers; Graduate Students; Language Teachers; English (Second Language); Second Language Instruction; Middle School Teachers; Whites + Suchen Sie Ihr Suchwort? Lehrerverhalten; Rassenfrage; Racial discrimination; Rassismus; Sprachgebrauch; Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gesprochene Sprache; Umgangssprache; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; White; Weißer
Abstract	This study explored Midwestern US teachers' raciolinguistic attitudes toward English learners. Two research questions guided the study: "How did teachers perceive racism and linguicism" and "How did a professional training influence teachers' awareness of them?" Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01