Raciolinguistic Experiences and Ideologies of Multilingual Learners in an Intensive English Program

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Ideology, Capital, and Agency: Immigrant and Multilingual Learners' Negotiation of Identity in Language Classrooms (Table 9)

Abstract

This study explores the raciolinguistic experiences of multilingual English learners in Intensive English Programs (IEPs) in the United States. Drawing on a larger research project, it examines how these experiences and ideologies impact English acquisition and inform teaching practices. Using a qualitative approach, focus group interviews were conducted with ten participants from diverse backgrounds. The findings reveal that raciolinguistic ideologies shape students' classroom interactions and language learning, often leading to feelings of misunderstanding and alienation. These ideologies reinforce native speakerism and deficit ideologies among participants. The study underscores the need for educators to recognize and address these biases, suggesting that even small changes in teaching practice can significantly enhance the learning experience for multilingual students.

Author

• Madhur Shende, Heartland Family Service