Imagined communities: Reflections on the origin and spread of nationalism

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Preface Introduction 1. Fact and fiction in language learning 2. Researching identity and language learning 3. The world of adult immigrant language learners 4. Eva and Mai: Old heads on young shoulders 5. Mothers, migration and language learning 6. Second language acquisition theory revisited 7. Claiming the right to speak in classrooms and communities Afterword by Claire Kramsch

Identity and Language Learning: Extending the Conversation

1. Introduction 2. Theorizing Translingual Practice 3. Recovering Translingual Practices 4. English as Translingual 5. Translingual Negotiation Strategies 6. Pluralizing Academic Writing 7. Negotiating Translingual Literacy 8. Reconfiguring Translocal Spaces 9. Developing Performative Competence 10. Toward a Dialogical Cosmopolitanism Notes References

Translingual Practice: Global Englishes and Cosmopolitan Relations

University of Hong KongHong KongIn this article, the authors argue that at the center of every Englishlanguage learning moment lies desire: desire for the language; forthe identities that English represents; for capital, power, and imagesthat are associated with English; for what is believed to lie beyondthe doors that English unlocks. However, despite its centrality withinTESOL practice, the construct of desire has been largely undertheor-ized by English language educators. The authors propose (1) thateducators in the TESOL ﬁeld would beneﬁt from a greater recogni-tion of desire as situated and co-constructed, acknowledging that ourdesires are not solely our own but are intersubjectively constitutedand shaped by our social, historical, political, institutional, and eco-nomic contexts; (2) that the difference between conscious andunconscious desire is signiﬁcant in language learning; and (3) thatwhereas desire can be manipulated in exploitative or unethicalways, it can also, given the right circumstances, serve as a tool forcompassionate and liberatory pedagogy. This article explores theinterconnectedness of desire with motivation and investment,the commodiﬁcation of English, akogare desire, racial identities,globalizing forces, colonialism, and communicative language teach-ing. The authors propose a revisioning of TESOL that recognizes thecentrality of desire in the acquisition of English.doi: 10.1002/tesq.126

"Non-Coercive Rearrangements": Theorizing Desire in TESOL.

Through a year-long critical feminist ethnography, this article examines the challenges faced by beginning K – 12 ESOL teachers in the United States as they grappled with the signifi cance of their own racial identities in the process of negotiating the inherent racialization of ESOL in their language teaching contexts. I foreground the signifi cance of race in the teaching, language, and identities of four K – 12 public school teachers; three White and one Korean American, whose orientations were specifi cally antiracist. The study examined the implications of teachers’ privileged status as native speakers of standard English, a raced category, within an institutional culture that underscored the supremacy of both Whiteness and native speaker status. The study found the teachers’ practice to be complexifi ed by their attentiveness to their own and their students’ racial identities and by their consciousness of the situatedness of their practice within a broader sociopolitical context. The fi ndings also illustrated the ways in which the teachers negotiated spaces in which they could challenge the silent privilege accorded to Standard American English by problematizing school policies surrounding World English and African American Vernacular English. Implications for theory, practice of teaching English to speakers of other languages, teacher education, and professional development are discussed. So I got the book Counting in Korea. … On the cover, there’s a picture of a [boy wearing a] traditional Korean outfi t. All the kids looked at it and said: “He looks like you.” So he looked at it and said: “He’s stinky! Stinky boy.” And he pushed it away.

https://www.jstor.org/stable/pdfplus/40264541.pdf

Racializing ESOL Teacher Identities in U.S. K-12 Public Schools

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 practices 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.

Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice

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.

/pdf/race-and-language-teaching-2mydqhmmyp.pdf

Race and Language Teaching.

Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)

Suhanthie Motha

Papers

"Non-Coercive Rearrangements": Theorizing Desire in TESOL.

Racializing ESOL Teacher Identities in U.S. K-12 Public Schools

Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice

Race and Language Teaching.

Women Faculty of Color in TESOL: Theorizing Our Lived Experiences