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