This timely and critical look at the teaching of English shows how language is used to create hierarchies of cultural privilege in public schools across the United States. Drawing on the work of four ESL teachers who pursued anti-racist pedagogical practices during their first year of teaching, the author provides a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. She combines current research and original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and inservice teachers to think about such challenges as differential achievement between language learners and “native-speakers”; hierarchies of languages and language varieties; the difference between an accent identity and an incorrect pronunciation; and the use of students’ first languages in English classes. An important resource for classroom teaching, educational policy, school leadership, and teacher preparation, this volume includes reflection questions at the end of each chapter. “This is an important and timely book. How to best educate new Americans, including the best language policies, is a matter of controversy and dissent. Race, Empire, and English Language Teaching is must reading for teachers and school administrators, policymakers, and concerned citizens who are interested in a deeper understanding of how anti-racist pedagogical practices and culturally responsive teaching can work to engage all students moving forward.” —Marcelo M. Suárez-Orozco, dean and distinguished professor of education, UCLA Graduate School of Education & Information Studies, co-author of Learning a New Land “Foregrounding teachers’ voices, Motha lucidly conceptualizes ideological facets of teaching English—monolingualism, native speakerism, and standard language—as racialized practices that undergird colonial power and contradict pluricentric understandings of English. Her analysis is intellectually robust, morally engaging, and discursively accessible. This is a must-read for all ESL professionals.” —Ryuko Kubota, professor, Department of Language and Literacy Education, The University of British Columbia Suhanthie Motha is assistant professor in the Department of English at the University of Washington, Seattle.

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.

Essays written by Antoinette Burton since the mid-1990s trace her thinking about modern British history and engage debates about how to think about British imperialism in light of contemporary events.

*RADIO 4 BOOK OF THE WEEK* SHORTLISTED FOR THE JAMES TAIT BLACK PRIZE | THE JHALAK PRIZE | THE BREAD AND ROSES AWARD & LONGLISTED FOR THE ORWELL PRIZE FOR POLITICAL WRITING 'This is the book I've been waiting for - for years. It's personal, historical, political, and it speaks to where we are now' Benjamin Zephaniah 'I recommend Natives to everyone' Candice Carty-Williams From the first time he was stopped and searched as a child, to the day he realised his mum was white, to his first encounters with racist teachers - race and class have shaped Akala's life and outlook. In this unique book he takes his own experiences and widens them out to look at the social, historical and political factors that have left us where we are today. Covering everything from the police, education and identity to politics, sexual objectification and the far right, Nativesspeaks directly to British denial and squeamishness when it comes to confronting issues of race and class that are at the heart of the legacy of Britain's racialised empire. Natives is the searing modern polemic and Sunday Times bestseller from the BAFTA and MOBO award-winning musician and political commentator, Akala. 'The kind of disruptive, aggressive intellect that a new generation is closely watching' Afua Hirsch, Observer 'Part biography, part polemic, this powerful, wide-ranging study picks apart the British myth of meritocracy' David Olusoga, Guardian 'Inspiring' Madani Younis, Guardian 'Lucid, wide-ranging' John Kerrigan, TLS 'A potent combination of autobiography and political history which holds up a mirror to contemporary Britain' Independent 'Trenchant and highly persuasive' Metro 'A history lesson of the kind you should get in school but don't' Stylist

This book discusses British thought on race and racial differences in the latter phases of empire from the 1890s to the early 1960s. It focuses on the role of racial ideas in British society and politics and looks at the decline in Victorian ideas of white Anglo-Saxon racial solidarity. The impact of anthropology is shown to have had a major role in shifting the focus on race in British ruling class circles from a classical and humanistic imperialism towards a more objective study of ethnic and cultural groups by the 1930s and 1940s. As the empire turned into a commonwealth, liberal ideas on race relations helped shape the post-war rise of 'race relations' sociology. Drawing on extensive government documents, private papers, newspapers, magazines and interviews this book breaks new ground in the analysis of racial discourse in twentieth-century British politics and the changing conception of race amongst anthropologists, sociologists and the professional intelligentsia.

Examines the contested process of colonial education in the Philippines in the aftermath of the Spanish-American War.

This book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.

In this first full-length study of race and colonialism in the works of James Joyce, Vincent J. Cheng argues that Joyce wrote insistently from the perspective of a colonial subject of an oppressive empire, and that Joyce's representations of 'race' in its relationship to imperialism constitute a trenchant and significant political commentary, not only on British imperialism in Ireland, but on colonial discourses and imperial ideologies in general. Exploring the interdisciplinary space afforded by postcolonial theory, minority discourse, and cultural studies, and articulating his own cross-cultural perspective on racial and cultural liminality, Professor Cheng offers a ground-breaking study of the century's most internationally influential fiction writer, and of his suggestive and powerful representations of the cultural dynamics of race, power, and empire.

Reflections on Language Teacher Identity Research is the first book to present understandings of language teacher identity (LTI) from a broad range of research fields. Drawing on their personal research experience, 41 contributors locate LTI within their area of expertise by considering their conceptual understanding of LTI and the methodological approaches used to investigate it. The chapters are narrative in nature and take the form of guided reflections within a common chapter structure, with authors embedding their discussions within biographical accounts of their professional lives and research work. Authors weave discussions of LTI into their own research biographies, employing a personal reflective style. This book also looks to future directions in LTI research, with suggestions for research topics and methodological approaches. This is an ideal resource for students and researchers interested in language teacher identity as well as language teaching and research more generally.

Learn to: Put an EFL course programme together from scratch Let your students loose in skills classes – from reading to listening Deliver grammar lessons in a logical and intuitive way Cope with different age groups and capabilities Your one-stop guide to a career that will take you places If you thought that teaching a language that's second nature to you would be easy, think again! Explaining grammar, or teaching correct pronunciation while simultaneously developing your own skills as a teacher can be a huge challenge. Whether you're on a training course or have already started teaching, this book will help launch your career and give you the confidence and expertise you need to be a brilliant teacher. Make an educated decision – decide between the various courses, qualifications and job locations available to you Start from scratch – plan well-structured lessons and develop successful and effective teaching techniques Focus on skills – from reading and writing, to listening and speaking, get your students sounding and feeling fluent Get your head around grammar – teach students to put sentences together, recognise tenses and use adjectives and adverbs All shapes and sizes – tailor your lessons to younger learners, one-to-ones, exam classes and Business English learners Open the book and find: TEFL, TESOL, EFL – what all the acronyms mean The best course books and materials to supplement your teaching Advice on running your class and handling difficulties Lesson plans that you can use in the classroom Activities and exercises to keep your students on their toes Constructive ways to correct and assess your students' performance Ways to inject some fun into your classes Insider information on the best jobs around the world 'An invaluable manual for anyone thinking of embarking on a TEFL journey. Michelle Maxom's step-by-step guide provides practical tips to get you started and offers key advice to help unleash the creative English language teacher within.' – Claire Woollam, Director of Studies & a Teacher Trainer at Language Link London