Transnational Praxis in Confronting Linguistic Racism in English Language Teacher Education

• In Event: Empowered Praxis: Centering Teacher Agency, Identities, and Knowledges

Abstract

This comparative case study examines how English Language Teaching (ELT) teacher education programs at two universities—one in Mexico and one in the United States—enact critical race praxis to address linguistic racism. Drawing on raciolinguistics, translanguaging pedagogy, and intersectionality, the study analyzes institutional documents, interviews, focus groups, and surveys with faculty and students. Findings reveal both convergence and divergence across contexts shaped by structural constraints, cultural norms, and equity commitments. Participants used translanguaging, counter-storytelling, and advocacy to resist dominant ideologies. The study highlights how critical pedagogies are negotiated across borders and identities, advancing a transnational, intersectional framework for ELT preparation grounded in linguistic justice.

Authors

• Jenifer Crawford, University of Southern California

• Patricia Nuñez-Mercado, Universidad Veracruzana

• Elida Sanchez-Cruz, Universidad Veracruzana