Thinking Beyond “Languaging” in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course
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This chapter published in the book Language Learning in Anglophone Countries explores the sociopolitical implications of adopting multilingual pedagogies in teacher education. More specifically, the authors draw on data from a qualitative inquiry of how racism manifested and was addressed and ignored within an online undergraduate ESL methodology course for pre-service teachers (PSTs). Classwork from PSTs and interviews with PSTs revealed that race was an uncomfortable topic that PSTs rarely underscored despite the inextricable link between language and race. Using white fragility as a guiding framework, the authors highlight how the predominantly White PSTs understood and perceived the course’s coverage of race. Considering the limited coverage of race in the course, the PSTs’ confusion with key terminology, and patterns of defensive behaviors in response to discussions on race, the chapter closes with suggestions of how to raise racial awareness in an effort to better implement the instruction of multilingual pedagogies in language methodology courses.
Reichmuth, Heather, "Thinking Beyond “Languaging” in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course" (2020). Faculty and Staff Books. 663.