Thinking Beyond “Languaging” in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course

Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators

“…Similarly, Robinson et al (2020) observed that students in a Teaching English to Speakers of Other Languages (TESOL) certification course enacted teaching practices that reflected an understanding of translanguaging as a set of teaching procedures rather than an attempt to leverage students' linguistic repertoires. In a third study examining pre-service teachers learning about translanguaging pedagogy, Gordon et al (2021) found that teachers demonstrated a new understanding of working with multilingual students but shied away from the intersection of language and race, despite taking a course focused on sociopolitical aspects of multilingual education and raciolinguistic ideologies. Another similar finding across these studies is teacher skepticism about the practicality of enacting translanguaging pedagogical practices within existing educational institutions.…”

Anti‐Asian racism: How it affects TESOL professionals like you and me

“…However, these two developments converged in my own professional life earlier this year. In other words, even though I had written about the need to interrogate race in ELT teacher education (e.g., Gordon, Reichmuth, Her, & De Costa, 2021), the events that I described earlier took on a distinctly personal dimension for me in January 2021. Following the publication of my article on linguistic racism (De Costa, 2020), which discussed the negative effects of linguistic racism and why we need to contest it, my university's Communications Office decided to produce a publicity piece that summarized my published article for the general public.…”