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Abstract

In this paper, I discuss the intersection of linguistic and racial hierarchies for English language learners in their school community. I argue that the mapping of one social hierarchy onto another is used to create Self-Other distinctions based on linguistic background. I examine how these hierarchies framed the social context in ways that marginalized this diverse group of learners. I draw on research data from six, white, middle-class English language teachers to analyze how their students experienced this intersection. I conclude with suggestions for teacher educators to include material and curricula that examines not only structural hierarchies of language and race but also the influence of white racial identity on teaching and pedagogy.

DOI

10.15760/nwjte.2009.7.1.4

Persistent Identifier

https://archives.pdx.edu/ds/psu/29816

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