This article contributes to the TESOL paradigm by highlighting ways in which bodies of Black feminist thought, transnational feminism, and transnational Black feminism endeavors antiracist practices and support students via English language teaching (ELT). The author utilizes the Transnational Black feminist (TBF) framework--intersectionality,…

Representations of a nation's history work as a powerful tool to consolidate a collective identity and build trust in the nation. School textbooks are ideological products that disseminate official ideas about a collective past and heritage; their depictions have an impact on shared understandings of a nation's history. However, what is included…

This article aims at sharing the preliminary literature review of the main developments related to Intersectional Identities in Colombian English Language Teaching and general educational contexts worldwide. First, I trace the research work concerning the topic at both national and international levels through a bibliometric analysis in Scopus to…

This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and…

The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and power. The language of the colonized is considered by the colonizers…

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing…

This study presents the case of a multilingual refugee (Maji) of Kirundi, Swahili, French, and English, from Burundi living in the U.S., and examines the language ideologies and identities embedded in his transnational narratives. We analyze our focal participant's multi-layered transnational experiences using Darvin and Norton's (2015) model of…

In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to…

'Race applied to human beings is a "political" division: it is a system of governing people that classifies them into a social hierarchy based on invented biological demarcations' (Roberts, 2011, p. x). Foregrounding our racialized histories, we show how our lives "intersect" in a doctoral seminar in Thailand. Combining…

Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further…