Fighting for Social Justice and New Possibilities: Unveiling Teachers' Ideological Racialization of English Learners

• In Event: Race, Gender, Dis/Ability, and the Intersection of Core Curriculums

Abstract

This paper is a qualitative comparative case study. Two schools' language programs for ESL children were compared in terms of teachers' conceptualizations and expectations regarding ESL students' language and literacy development. Both schools are located in urban communities in the Midwest, and have large percentages of ESL children. Different teachers' instruction was observed weekly during a school year. These teachers, regular classroom teachers and language-specialist teachers were interviewed as well. Findings showed that specific racializing and ideological factors, nested in societal macro-context, influenced teachers' particular views and classroom practices. Implications for teacher training are discussed.

Author

• Mariana A. Ricklefs, National Louis University