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Race and language teaching

Published online by Cambridge University Press:  29 July 2020

Kerry Soo Von Esch ,
Suhanthie Motha  and
Ryuko Kubota
Kerry Soo Von Esch*
Affiliation:
College of Education, Seattle University, Seattle, USA
Suhanthie Motha
Affiliation:
Department of English, University of Washington, Seattle, USA
Ryuko Kubota
Affiliation:
Department of Language and Literacy Education, University of British Columbia, Vancouver, Canada
*
*Corresponding author. Email: [email protected]
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Abstract

In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful solutions for addressing effects of racial inequities. We conceptualize two key terms, ‘race’ and ‘language,’ then overview theories that appeared most significant in the research literature. We explore five interconnected themes that featured prominently throughout the existing literature on race and language teaching: standard language ideology and racial hegemony, the idealized and racialized native speaker, racial hierarchies of languages and language speakers, racialization and teacher identity, and race-centered approaches to pedagogies and educational practices. We offer a critical analysis of the current status of scholarship on race and language teaching, including gaps and necessary reframing, and conclude with implications for future directions and questions arising from the work.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 53 , Issue 4 , October 2020 , pp. 391 - 421
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Copyright
Copyright © The Author(s) 2020. Published by Cambridge University Press

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