Introduction

Abstract

The introductory chapter interrogates race and racism in postsecondary language classrooms by mainly exploring Critical Race Theory, raciolinguistics, and Critical Language and Race Theory to examine race, racism, and racialization, as well as intersectionality between language and race, language and ideology, language and identity, and race and pedagogy. Chapter 1 discusses the importance of these theoretical frameworks, their integration with one another, and the connections of these frameworks with the volume, explores the links of language with ideology and identity, investigates seven antiracist and decolonial pedagogies (i.e., translingual pedagogy, multilingual pedagogy of writing, plurilingual approach, translanguaging, culturally responsive, relevant, and sustaining pedagogies, critical language awareness pedagogy, and multiliteracies pedagogy), and calls for action on combatting racism in higher education language classrooms to advance racial equity and enact linguistic and social justice.