Affiliation:
1. University of Cincinnati, USA
Abstract
Despite efforts to acknowledge the legitimacy of nonnative English speakers (NNES) in English language education, the unequal treatment of them and the superiority attributed to mainstream-English-speaking teachers from inner circle countries persist. Conceptualized as a dynamic process rather than as a predetermined product, race has been given more visibility in TESOL scholarship to promote anti-racist educational practices. From a raciolinguistic perspective, this study delineates the racialized experiences of an Asian, non-mainstream-English-speaking teacher, and elucidates the shifts in her conceptualization of race, as well as the (re)construction of her identities and ideologies as a teacher. It illuminates how language, race, and other interrelated categories are discursively (un)marked in the racializing process. The chapter concludes with suggestions to promote anti-racism research and to enact socially just practices.
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