In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Abstract

A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners in the United States often felt ill-equipped to address the oppressive dynamics and learning challenges that might manifest in their adult ESOL classrooms. This follow-up interview study explored the prevalence of these oppressive dynamics, such as racism, sexism, and linguicism, and learning challenges, such as neurodiversity, and investigated how preservice preparation, continuous professional development, program administration, and the field of TESOL might address these issues more consistently and equitably. Semi-structured interviews were conducted via Zoom or over the telephone with 10 randomly selected volunteers. The findings revealed that oppressive dynamics and learning challenges are commonplace in adult ESOL programs in the United States. Recommendations included either routinely incorporating discussions and content related to these issues throughout preservice coursework and continuous professional development or creating postgraduate certificate programs to do so. Participants also felt that the field of TESOL should address these issues on a regular versus ad hoc basis through its conferences, publications, and research literature. Limitations of the study and areas for future research were also identified.

A Grappling with power and privilege in the United States: One queer TESOL professional's autoethnographic inquiry

“…Aligned with Housel (2023), critical race and intersectionality theories were the conceptual frameworks for this study. Critical race theory (CRT) initially investigated the impact of laws inspired by the Civil Rights movement (Delgado and Stefancic, 2017), encompassing a "radical critique of both the status quo and the purported reforms" (Ladson-Billings and Tate, 1995).…”

“…Supervisors have been unduly punitive and unfair on evaluations or have used evaluation forms that seem tailored to justify their non-reappointment. Clearly, as a microcosm of American society, racism and racist treatment appears ubiquitous in the field of education and warrants more explicit discussion in preservice preparation and continuous professional development (Housel, 2022a(Housel, , 2023, including transforming instructors from arbiters of the status quo to agents of needed societal change (Freire, 1970).…”

“…Aligned with Stojanović (2022), research participants who are younger female instructors have articulated feeling infantilized and diminished by older, especially male, supervisors, colleagues, and students. Similarly, dynamics of sexism and gender oppression are often considered "taboo" subjects to address in preservice preparation, continuous professional development, and classroom instruction (Housel, 2022a(Housel, , 2023, which is telling in a field predominated by women.…”

“…Since educational practices and policies, including instruction, are context-dependent, educators in the United States of America must also contend with the complex interplay of historical, societal, and social realities that have become systemic and institutionalized within educational settings. For example, oppressive dynamics, like racism, gender bias, and homophobia, are embedded in Pre-K through postsecondary education in the United States, including adult English to Speakers of Other Languages (ESOL) programs and classrooms (Housel, 2022a(Housel, , 2023.…”

“…Kendi (2019), Roy (2018), andTate (1995) have argued that struggling with and confronting oppressive dynamics and power and privilege is crucial if this cycle of oppression, subjugation, and domination is ever going to change. As my own research has attested (Housel, 2022a(Housel, , 2023, every educational professional must make a commitment to this painful process of personal introspection if we ever hope that authentic and lasting individual and societal learning and transformation can occur (Roy, 2018). Inspired by the autoethnographic and narrative technique employed by Gerald (2022), I will "practice what I preach" by becoming the "research subject" of this autoethnographic inquiry.…”