Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters

  • Farahnaz Faez

Abstract

This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English speaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.
Published
2012-10-03
How to Cite
Faez, F. (2012). Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters. TESL Canada Journal, 29, 124. https://doi.org/10.18806/tesl.v29i0.1113
Section
Articles