"A Hard Time Seeing the Relevance": Race and Discourse Identity in Language Teacher Preparation

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Teachers' Experiences Teaching Language and Literacy (Table 2)

Abstract

Perceptions of linguistic deficiency represent an extension of the devaluation of Black and
racialized students which negatively impacts their participation within
language classrooms. Though racism is directly challenged in current education research,
language education remains a fertile space for weaponizing seemingly race-neutral terms
(e.g. culture and identity) as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. This critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program (LTPP). Implications include guidance on how race and power are engaged in LTP research and practice.

Author

• Tasha Austin, University at Buffalo - SUNY
  Presenting Author