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Integration as Perpetuation: Learning From Race Evasive Approaches to ESL Program Reform
Andrew H Hurie1, Rebecca M Callahan1
1The University of Texas at Austin.
Teachers College Record (1970)
|June 9, 2020
Summary
Most English as a Second Language (ESL) programs for Latinx emergent bilingual (EB) students perpetuate white racial domination despite integration efforts. Critical race literacy is needed to counter normalization of whiteness in schools.
Area of Science:
- Education
- Sociolinguistics
- Critical Race Theory
Background:
- Most Latinx emergent bilingual (EB) students are in English-medium programs.
- Integration policies and English as a Second Language (ESL) programs are influenced by the current hyperracial climate.
- Schools face challenges in responding to growing Latinx EB populations.
Purpose of the Study:
- To explore how two schools responded to increasing Latinx EB populations.
- To examine the role of racial and language ideologies in programmatic changes, educator perceptions, and practices.
- To analyze how institutional structures and integrative approaches impact EB students.
Main Methods:
- Qualitative multiple case study of two Texas schools.
- Data collected over two academic years.
- Methods included semistructured interviews, focus groups, and participant observations.
Main Results:
- Institutional structures denied responsibility for racial stratification.
- School curricula were disciplined, reinforcing existing power structures.
- Both integrative approaches perpetuated white racial domination.
Conclusions:
- ESL research and practice must explicitly question racializing discourses.
- Challenging disciplinary boundaries is crucial for critical practice.
- A racially literate approach is needed to counter the normalization of whiteness.
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