Developing Transnational Teacher Candidates' Racial Literacy and Antiracist English Language Teaching Pedagogies: A Critical Action Research Project

• In Event: In the Intersection of Language, Culture, Pedagogy, and Teacher Preparation

Abstract

The field of English language teaching (ELT) is intertwined with (neo)colonialism, racism, and inequality. This paper reports on findings from a critical action research project that aimed to develop transnational pre-service language teachers’ racial literacy and antiracist ELT pedagogies. Studying transnational teacher candidates’ learning of antiracist pedagogy is important because they themselves are subject to intersectional oppression of racism, xenophobia, and linguicism that impact their learning, identity, and well-being. As a language teacher educator, I redesigned one ELT methods course to center on issues around identities, racism, and (neo)colonialism in language teaching. This paper examines the impacts of this pedagogical reimagination on pre-service teachers’ negotiation of their racialized and professional identities and development of antiracist ELT pedagogies.

Author

• Kongji Qin, New York University
  Presenting Author