Examining raciolinguistic struggles in institutional settings: A duoethnography

Escobar, Christian Fallas; Herrera, Luis Javier Pentón

doi:10.1016/j.linged.2022.101012

Cited by 10 publications

(2 citation statements)

References 16 publications

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“…For the sake of this study, restoration is defined as emotional healing, and peace is defined as attaining a life balance that leads to empowerment. Building upon previous scholarship promoting healing, peace, and restoration in language and education (e.g., Fallas‐Escobar & Pentón Herrera, 2022; Pentón Herrera et al, 2022), yet with a unique translingual focus, this study sheds light on pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling. Thus, the research question guiding this study is as follows: What is the potential of translingual storytelling as a form of restoration and peace for international students in higher education?…”

Section: Introductionmentioning

confidence: 87%

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Zhang‐Wu

2023

TESOL Journal

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Faced with linguicism, racism, and xenophobia aggravated by COVID‐19 and political tensions in recent years, multilingual international students, especially those of Asian descent, are in urgent need of engaging in healing practices for meaningful identity expression, restoration, and peace. Translingualism is a justice‐oriented literacy practice that disrupts the boundaries of named languages and allows communicators to draw upon all resources in their linguistic repertoires. Storytelling, as a powerful research method and a pedagogical tool, offers a unique opportunity to encourage multilingual students' translingual meaning making for healing. This qualitative case study examined how multimodal translingual storytelling functioned as a form of restoration and peace for a first‐semester Chinese student pursuing her graduate degree in English at a private university in the United States. The findings indicate that when offered opportunities to reflect on her cultural and linguistic identities, the participant was likely to detach deficit self‐perceptions as an “English language learner” and embrace her differences as a strength, which benefited her first‐semester language and academic experiences. This study calls for pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling.

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Section: Introductionmentioning

confidence: 87%

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Zhang‐Wu

2023

TESOL Journal

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“…However, while there are some instances of researchers investigating diverse raciolinguistic experiences of transnational students in inequitable language teaching and learning contexts (see, e.g., Milu, 2021), scholarship that enquires into the identity co‐construction (or disconnects within such co‐constructions) of transnational educators within inequitable raciolinguistic contexts is still rare. This is especially the case for recent autoethnographic studies that do examine raciolinguistic identities of educators from the Global South teaching in Global North contexts, but continue to operate problematically within native/nonnative binaries even as they problematize native speaker ideologies (e.g., Campos Campos et al., 2021; Fallas‐Escobar & Herrera, 2022; Fan & de Jong, 2019; Song, 2023).…”

Section: Transracialization the Transracial Subject And Language Teac...mentioning

confidence: 99%

“So, what English do I speak, really?”: A transnational‐translingual‐and‐transracial pracademic inquires into her raciolinguistic entanglements and transraciolinguistic transgressions

Jain

2023

TESOL Journal

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Identities are fluid, dynamic, and contextual; and identity (co)construction is a deeply contextualized process, especially when seen through postmodern and poststructural lenses. Adopting a qualitative‐researcher‐as‐bricoleuse stance, the author presents an overarching autoethnographic narrative where she specifically analyzes three critical, nonsimplistic, and layered incidents of linguistic racializations, or raciolinguistic entanglements, that occurred across a multiyear timespan and serve to exemplify similar recurring experiences, and which collectively represent a narrative arc of conflict, crisis, and resolution. Building upon Alim's ideas around transracialization and her own prior individual and collaborative inquiries, the author proposes that agentive transnational‐translingual‐and‐transracial participants explore the liminal spaces and generative tensions created when our languages are (mis)racialized and the co‐construction of our raciolinguistic identities gets entangled across inequitable raciolinguistic landscapes. She further suggests that we do so in order to resist and contest the (mis)racialization of our languages and linguistic identities, especially when originating from postcolonial Global South contexts, as both part of our own critical transraciolinguistic transgressions and a broader transraciolinguistic reckoning currently taking place in the Global North.

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Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research

Wong,

Ortega

2023

TESOL Quarterly

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Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.

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Examining raciolinguistic struggles in institutional settings: A duoethnography

Cited by 10 publications

References 16 publications

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

“So, what English do I speak, really?”: A transnational‐translingual‐and‐transracial pracademic inquires into her raciolinguistic entanglements and transraciolinguistic transgressions

Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research

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