Race and Ethnicity in English Language Teaching

Jenks, Christopher Joseph

doi:10.21832/9781783098439

Cited by 22 publications

(23 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the mere act of teaching any language carries within it racial ideologies, such as ideologies shaping meanings of teacher/learner and native speaker/non-native speaker. An important part of understanding how race interacts with teacher identity, then, is to understand the ways in which teachers' racial, colonial, and linguistic identities underpin how the rationale for the profession is shaped (Canessa, 2007;Kubota & Lin, 2009;Motha, 2014Motha, , 2016Varghese et al, 2016;Jenks, 2017).…”

Section: Theme 4: Racialization and Teacher Identitymentioning

confidence: 99%

“…Finally, racialized ideologies are embedded in the practices of language teaching, although the degree to which these ideologies are recognized as racialized varies widely according to context (Kubota & Lin, 2009; Motha, 2014; Jenks, 2017). A significant body of work, including work from sociolinguistics, anthropology, and cultural studies, connects race and language use without a specific focus on language teaching.…”

Section: Defining Termsmentioning

confidence: 99%

See 1 more Smart Citation

Race and language teaching

2020

View full text Add to dashboard Cite

In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful solutions for addressing effects of racial inequities. We conceptualize two key terms, ‘race’ and ‘language,’ then overview theories that appeared most significant in the research literature. We explore five interconnected themes that featured prominently throughout the existing literature on race and language teaching: standard language ideology and racial hegemony, the idealized and racialized native speaker, racial hierarchies of languages and language speakers, racialization and teacher identity, and race-centered approaches to pedagogies and educational practices. We offer a critical analysis of the current status of scholarship on race and language teaching, including gaps and necessary reframing, and conclude with implications for future directions and questions arising from the work.

show abstract

Section: Theme 4: Racialization and Teacher Identitymentioning

confidence: 99%

Section: Defining Termsmentioning

confidence: 99%

Race and language teaching

2020

View full text Add to dashboard Cite

show abstract

“…Because of the ‘tendency to equate the native speaker with white and the non‐native speaker with non‐white’ (Kubota & Lin, 2009, p. 8) people of colour face discrimination as non‐native speakers, and non‐native speakers are stigmatised within a racial order (Rosa & Flores, 2017). ‘White normativity,’ Jenks (2017, p. 149) points out, is deeply embedded in practices and ideologies of English language teaching, part of a ‘system of racial discrimination that is founded on White privilege, saviorism and neoliberalism.’ These raciolinguistic ideologies link ‘the white speaking and listening subject to monoglossic language ideologies ’ (Flores & Rosa, 2015, p. 151). Like Reyes’ (2017) focus on the listening subject, this turns the focus away from the language practices of the racialized non‐native speaker (the non‐White varieties of English in the Outer Circle) towards the ‘interpretive practices’ of ‘White perceiving subjects’ (Rosa, 2019, p. 6).…”

Section: Language Stratifications and The Global Colour Linementioning

confidence: 99%

Translingual entanglements of English

Pennycook

2020

World Englishes

View full text Add to dashboard Cite

Arguing that the social semiotic trajectory of translingual approaches -transcending what is generally seen as language -is equally, if not more, important than translingual approaches that seek to transcend divisions between named languages, this paper takes up the idea of entanglements of English as a way to understand the multiple ways English is connected to, and part of, the material world. World Englishes can usefully focus not just on the translingual relations among English and other languages but also among Englishes and other entanglements. A backstreet sign for an English school in the Philippines suggests an assemblage of cheap English, sexual desire, neoliberal goals, domestic workers, multilingual repertoires, Korean English frenzy, American colonialism, brownouts, call centres, racial hierarchies, global inequality, unequal resources, researcher subjectivity and tangled wires. Developing the ideas of assemblages and entanglements, this paper argues that new approaches to materiality and the interconnectedness of things can take us forward in a search for alternative ways of thinking about the distribution of unequal linguistic resources.

show abstract

“…This situation of privileging one language over another, especially in regions where English is associated with academic and professional success, is not new, and indeed much has been written about how languages can feed off of and into neoliberalism (Flores, 2013; Kubota, 2014), imperialism (Phillipson, 2016), colonialism (Pennycook & Makoni, 2019), and racism (Jenks, 2017a). However, the language policies adopted by these Singaporean families provide opportunities to explore how linguistic boundaries and hierarchies established at home can inform trans‐ constructs.…”

Section: Family Language Policymentioning

confidence: 99%

Family language policy, translingualism, and linguistic boundaries

Jenks

2020

World Englishes

View full text Add to dashboard Cite

The use of trans-constructs, such as trans-languaging and translingualism, in current scholarship is party driven by a desire to create equitable learning opportunities for marginalized and minority students. While such efforts are important and must continue, it is also essential to explore the extent to which the theoretical principles emerging from trans-language research are material for all individuals seeking to acquire multiple language resources. For example, do poststructuralist interpretations of linguistic boundaries, where individuals fluidly mix and move between language resources, provide an adequate lens through which to understand families seeking to maintain their heritage languages? This article addresses this question by reviewing past family language policy research. The review demonstrates that a one person -one language policy at home can be beneficial for some families, and that moving forward, trans-language scholarship must thus resist the temptation to adopt a one-size-fitsall approach to multilingualism.

show abstract

Race and Ethnicity in English Language Teaching

Cited by 22 publications

References 0 publications

Race and language teaching

Race and language teaching

Translingual entanglements of English

Family language policy, translingualism, and linguistic boundaries

Contact Info

Product

Resources

About