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

Autor/in	Morita-Mullaney, Trish
Titel	The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools: A LangCrit Narrative Study
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 6, S.371-387 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morita-Mullaney, Trish)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1494598
Schlagwörter	English Language Learners; Self Concept; Urban Schools; School Districts; Critical Theory; Race; Linguistic Theory; Teaching Methods; Native Language; Racial Differences; Intergroup Relations; Equal Education; Civil Rights; Administrator Attitudes; Instructional Leadership; Cultural Pluralism + Suchen Sie Ihr Suchwort? Selbstkonzept; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Kritische Theorie; Rasse; Abstammung; Linguistische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rassenunterschied; Intergruppenbeziehungen; Bürgerrechte; Grundrechte; Zivilrecht; Instruction; Leadership; Bildung; Erziehung; Führung; Kulturpluralismus
Abstract	This inquiry examines how district English Learner (EL) leaders negotiate and shape their linguistic and racial identities within the landscape of racially desegregated urban school districts. Girded by the theory of LangCrit, an intersection between critical language studies (CLS) and Critical Race Theory (CRT), this study illuminates how EL leaders position language and language learning as their primary leadership aim. This language-centered focus resists the institutional practices of their desegregated districts that are principally shaped by binary racial frameworks of Black and white. Resisting the racialization of language, EL leaders negotiate their leadership actions through colorblind, colormute and nativist lenses that are shaped by their respective linguistic and racial identities. Implications within this narrative study assert that inter and intra-racial and cross-linguistic dialogue is necessary among EL leaders with other leaders of color to deconstruct equitable opportunities for ELs by centering and intersecting the constructs of race and language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01