Race, Empire, and English Language Teaching
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A01=Suhanthie Motha
and education
anti-racist pedagogical practices
anti-racist pedagogy
Author_Suhanthie Motha
Category=CFC
Category=CJA
Category=JNF
Category=JNU
cultural privilege
culturally responsive teaching
differential achievement between language learners and "native-speakers"
discrimination
diverse classrooms and equity
ELL
english language learners and racism
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equity pedagogy
ESL teaching
hierarchies of cultural privilege in public schools
hierarchies of languages and language varieties
multicultural teaching methods
racism in education
school climate and teaching English learners
teacher practice
teachers of linguistically diverse students
teaching immigrant students
Product details
- ISBN 9780807755129
- Weight: 300g
- Dimensions: 156 x 228mm
- Publication Date: 18 Apr 2014
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Paperback
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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 practises 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.
Suhanthie Motha is assistant professor in the department of English at the University of Washington, Seattle.
