Discourses of White Nationalism and Xenophobia in the United States and Their Effect on TESOL Professionals in Mexico

Autor/inn/en	Sayer, Peter; Martínez-Prieto, David; Carvajal de la Cruz, Brenda
Titel	Discourses of White Nationalism and Xenophobia in the United States and Their Effect on TESOL Professionals in Mexico
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 3, S.835-844 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sayer, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.492
Schlagwörter	Nationalism; Stranger Reactions; English (Second Language); Second Language Learning; Second Language Instruction; Mexicans; Language Teachers; Teacher Attitudes; Immigration; Public Policy; Translation; Learning Processes; Negative Attitudes; International Relations; Racial Bias; Antisocial Behavior; Political Attitudes; Foreign Countries; Mexico; United States + Suchen Sie Ihr Suchwort? Nationalismus; Fremdenprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mexikaner; Language teacher; Sprachunterricht; Lehrerverhalten; Öffentliche Ordnung; Learning process; Lernprozess; Negative Fixierung; Internationale Beziehungen; Racial discrimination; Rassismus; Political attitude; Politische Einstellung; Ausland; Mexiko; USA
Abstract	White nationalism has emerged in the mainstream of U.S. political discourse, and restricting all forms of immigration has become a central focus of isolationist, "America First" policies. In August 2017, TESOL International released its "Position Statement on Immigration Policy and Reform in the United States." The authors respond to the position statement and address Mexican English teachers' views towards the immigration debate in the United States, how this debate reflects what Mexicans see as discourses of White nationalism and xenophobia, and the impact they have on the everyday work that teachers do in English classrooms in Mexico. They begin by giving a brief historical background on the closely intertwined relationship between the two countries, and then discuss the effects of the current climate on language educators' work. They explain that manifestations of anti-Mexican xenophobia in the United States increase the difficulty of Mexican English language educators as students of all ages are well aware of the rhetoric coming from the United States, and are increasingly translating these negative words and images into a negative sense of what it means to learn English. Three strategies are described that English teachers in Mexico often use within their classrooms to engage students in exploring the connection between English and the United States, harnessing the potential of the language classroom as a forum for naming, understanding, and contesting discourses that promote intolerance and racism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01