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Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice

Suhanthie Motha
Format
Book
Published
New York : Teachers College, Columbia University, [2014]
Language
English
Series
Multicultural Education Series
Multicultural Education Series (New York, N.Y.)
ISBN
9780807755129, 0807755125, 9780807755136, 0807755133, 9780807772713 (ebook)
Summary
This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practices during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and native-speakers; about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter. -- Provided by publisher.
Contents
  • Introduction
  • Operating in Concert: Empure, Race, and Language Ideologies
  • Teaching Empire or Teaching English
  • English, Antiracist Pedagogies and Multiculturalism
  • Producting Place and Race: Language Varieties and Nativeness
  • Toward a Provincialized English
  • Appendix: Telling someone Else's Stories.
Description
xxiii, 184 pages ; 23 cm.
Notes
Includes bibliographical references (pages 157-171) and index.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practices during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and native-speakers; about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter. -- Provided by publisher.
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