The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools: A LangCrit Narrative Study

Morita‐Mullaney, Trish

doi:10.1080/15348458.2018.1494598

Cited by 21 publications

(20 citation statements)

References 32 publications

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“…Through equity-focused, social justice approaches, such as embracing race-conscious leadership and conducting equity audits, school administrators can create more equitable learning environments for racialized students (e.g., Galloway and Ishimaru, 2020; Marx and Larson, 2012). However, only a handful of empirical studies have focused specifically on social justice leadership for emergent bilingual (EBs) students (commonly referred to as English learners; Mavrogordato and White, 2020; Morita-Mullaney, 2018; Russell, 2018; Theoharis and O’Toole, 2011), the fastest growing subgroup of the public-school population (National Center for Educational Statistics, 2020).…”

Section: Diversity Ideology and School Leadership: Obscuring Inequiti...mentioning

confidence: 99%

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

Emerick

2021

Educational Administration Quarterly

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Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

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Section: Diversity Ideology and School Leadership: Obscuring Inequiti...mentioning

confidence: 99%

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

Emerick

2021

Educational Administration Quarterly

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“…EL teachers adapted, focusing on service oriented roles that expanded beyond discrete language and literacy instruction and working with general education teachers on effective content area instruction for ELs (Ajayi, 2011;Morita-Mullaney, 2019a;2019b). Pre-COVID-19, EL teachers as a profession were already positioned as tangential teachers, supporting instruction versus leading it (Morita-Mullaney, 2018;Harvey & Teemant, 2012). Conceived as 'helpers' or paraprofessionals, EL teachers are often viewed with less value relative to content area and grade-level teachers who are positioned as more legitimate (Harvey & Teemant, 2012).…”

Section: Emergency Remote Teaching and Learningmentioning

confidence: 99%

“…Conceived as 'helpers' or paraprofessionals, EL teachers are often viewed with less value relative to content area and grade-level teachers who are positioned as more legitimate (Harvey & Teemant, 2012). Yet practically speaking, EL teachers adopt roles, responsibilities, and identities that are unique, creative and sometimes subversive to meet the diverse instructional and service needs of ELs (Morita-Mullaney, 2018;Kanno & Norton, 2003). In the context of ERTL-March 2020, we examine how EL teachers responded to both the instructional and service needs of their students and families.…”

Section: Emergency Remote Teaching and Learningmentioning

confidence: 99%

COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers

Morita‐Mullaney

Greene²,

Cushing‐Leubner

et al. 2021

INTESOLJ

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The purpose of this study is to illuminate how English Learner (EL) teachers in the Great Lakes region responded to the sudden shift to emergency remote teaching and learning (ERTL) at the onset of COVID-19 school closures in March 2020. Using an online survey, we examined how EL teachers from Indiana, Minnesota, and Wisconsin continued legal provisions of instruction and service through the end of the 2019-2020 school year. We look closely at the state of Indiana, a state with a more recent immigrant population and where requirements for EL licensure and preparation are not yet required. Although findings show that schools and districts violated legal requirements for ELs, this is polarized by the lack of required training and licensure in Indiana among those serving in the role of EL teacher.

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“…This delegitimization of teachers of color has recently been extended to instructional leaders of color and their leadership decision-making regarding language programs. In her narrative inquiry study of three English learner (EL) leaders in a racially desegregated urban school district in the Midwest United States, including herself, Morita-Mullaney (2018) drew on a LangCrit framework (Crump, 2014) to show how districts perpetuated raciolinguicism by essentializing the leaders’ racial identities. This essentialization led to the leaders’ prioritization of language over race through colorblind, colormute, and nativist perspectives to achieve the goals of an EL program.…”

Section: Defining Termsmentioning

confidence: 99%

“…CRT has also spawned several newer, interdisciplinary offspring that extend and problematize CRT through lenses of Southern theory, most notably theories shaped by knowledge of Latinx, indigenous, Asian, and South Asian communities through LatCrit (Solorzano & Bernal, 2001), TribalCrit (Brayboy, 2005), AsianCrit (An, 2017), and DesiCrit theories (Harpalani, 2013). Another progeny is LangCrit (Crump, 2014; Morita-Mullaney, 2018), a theoretical framing situated at the socially mediated intersection of race and language that considers how this intersection informs identities. LangCrit is beginning to inform some newer studies being published and is particularly focused on language teacher and student identities.…”

Section: Defining Termsmentioning

confidence: 99%

Race and language teaching

2020

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In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners’ lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflects a recent increase in scope and range of studies that problematize the workings of race and racism in language teaching and point to hopeful solutions for addressing effects of racial inequities. We conceptualize two key terms, ‘race’ and ‘language,’ then overview theories that appeared most significant in the research literature. We explore five interconnected themes that featured prominently throughout the existing literature on race and language teaching: standard language ideology and racial hegemony, the idealized and racialized native speaker, racial hierarchies of languages and language speakers, racialization and teacher identity, and race-centered approaches to pedagogies and educational practices. We offer a critical analysis of the current status of scholarship on race and language teaching, including gaps and necessary reframing, and conclude with implications for future directions and questions arising from the work.

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The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools: A LangCrit Narrative Study

Cited by 21 publications

References 32 publications

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers

Race and language teaching

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