Ryuko Kubota is Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada.Angel Lin is Associate Professor in the Department of English, University of Hong Kong.

"…a pioneering collection of groundbreaking studies that interrogate how race operates overtly and covertly in contexts of second language learning." -- Angela Reyes, Hunter College, City University of New York

• PrefaceList of ContributorsChapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and PracticeRyuko Kubota and Angel LinPart I: Interrogating WhitenessIntroductionChapter 2: Unpacking White Racial Identity in English Language Teacher EducationTonda LiggettChapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United StatesRachel A. Grant and Incho LeeChapter 4: Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks: Images as DiscourseCosette Taylor-MendesChapter 5: "It’s Not Them; It’s Not Their Fault": Manifestations of Racism in the Schooling of Latina/os and ELLsSherry MarxPart II: Racializing Discourses and Identity Construction in Educational SettingsIntroductionChapter 6: Uninhabitable identifications: Unpacking the Production of Racial Difference in a TESOL ClassroomConstance EllwoodChapter 7: Understanding the Racialized Identities of Asian Students in Predominantly White Schools Lan Hue Quach, Ji-Yeon O. Jo, and Luis Urrieta, Jr.Chapter 8: Classroom Positionings and Children’s Construction of Linguistic and Racial Identities in English-Dominant ClassroomsLaurie Katz & Ana Christina DaSilva IddingsChapter 9: Race and Technology in Teacher Education: Where is the Access? Francis Bangou & Shelley WongChapter 10: Operating Under Erasure: Race/Language/IdentityAwad IbrahimPart III: Toward a Dialectic of Critically Engaged PraxisIntroductionChapter 11: Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives towards their Mexican American English LearnersSocorro Herrera and Amanda Rodriguez MoralesChapter 12: Transforming the Curriculum of NNESTs: Introducing Critical Language Awareness (CLA) in a Teacher Education ProgramCarmen ChacónChapter 13: Narratives in the Wild: Unpacking Critical Race Theory Methodology for Early Childhood Bilingual EducationSara Michael-LunaChapter 14: Linguicism and Race in the United States: Impact on Teacher Education from Past to Present Theresa AustinChapter 15: Un/Marked Pedagogies: A Dialogue on Race in EFL and ESL SettingsEve Haque & Brian MorganChapter 16: Race and Language as Capital in School: A Sociological Template for Language Education ReformAllan Luke

Ryuko Kubota is Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada.Angel Lin is Associate Professor in the Department of English, University of Hong Kong.

"…a pioneering collection of groundbreaking studies that interrogate how race operates overtly and covertly in contexts of second language learning." -- Angela Reyes, Hunter College, City University of New York

• PrefaceList of ContributorsChapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and PracticeRyuko Kubota and Angel LinPart I: Interrogating WhitenessIntroductionChapter 2: Unpacking White Racial Identity in English Language Teacher EducationTonda LiggettChapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United StatesRachel A. Grant and Incho LeeChapter 4: Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks: Images as DiscourseCosette Taylor-MendesChapter 5: "It’s Not Them; It’s Not Their Fault": Manifestations of Racism in the Schooling of Latina/os and ELLsSherry MarxPart II: Racializing Discourses and Identity Construction in Educational SettingsIntroductionChapter 6: Uninhabitable identifications: Unpacking the Production of Racial Difference in a TESOL ClassroomConstance EllwoodChapter 7: Understanding the Racialized Identities of Asian Students in Predominantly White Schools Lan Hue Quach, Ji-Yeon O. Jo, and Luis Urrieta, Jr.Chapter 8: Classroom Positionings and Children’s Construction of Linguistic and Racial Identities in English-Dominant ClassroomsLaurie Katz & Ana Christina DaSilva IddingsChapter 9: Race and Technology in Teacher Education: Where is the Access? Francis Bangou & Shelley WongChapter 10: Operating Under Erasure: Race/Language/IdentityAwad IbrahimPart III: Toward a Dialectic of Critically Engaged PraxisIntroductionChapter 11: Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives towards their Mexican American English LearnersSocorro Herrera and Amanda Rodriguez MoralesChapter 12: Transforming the Curriculum of NNESTs: Introducing Critical Language Awareness (CLA) in a Teacher Education ProgramCarmen ChacónChapter 13: Narratives in the Wild: Unpacking Critical Race Theory Methodology for Early Childhood Bilingual EducationSara Michael-LunaChapter 14: Linguicism and Race in the United States: Impact on Teacher Education from Past to Present Theresa AustinChapter 15: Un/Marked Pedagogies: A Dialogue on Race in EFL and ESL SettingsEve Haque & Brian MorganChapter 16: Race and Language as Capital in School: A Sociological Template for Language Education ReformAllan Luke

Ryuko Kubota is Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada.Angel Lin is Associate Professor in the Department of English, University of Hong Kong.

"…a pioneering collection of groundbreaking studies that interrogate how race operates overtly and covertly in contexts of second language learning." -- Angela Reyes, Hunter College, City University of New York

• PrefaceList of ContributorsChapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and PracticeRyuko Kubota and Angel LinPart I: Interrogating WhitenessIntroductionChapter 2: Unpacking White Racial Identity in English Language Teacher EducationTonda LiggettChapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United StatesRachel A. Grant and Incho LeeChapter 4: Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks: Images as DiscourseCosette Taylor-MendesChapter 5: "It’s Not Them; It’s Not Their Fault": Manifestations of Racism in the Schooling of Latina/os and ELLsSherry MarxPart II: Racializing Discourses and Identity Construction in Educational SettingsIntroductionChapter 6: Uninhabitable identifications: Unpacking the Production of Racial Difference in a TESOL ClassroomConstance EllwoodChapter 7: Understanding the Racialized Identities of Asian Students in Predominantly White Schools Lan Hue Quach, Ji-Yeon O. Jo, and Luis Urrieta, Jr.Chapter 8: Classroom Positionings and Children’s Construction of Linguistic and Racial Identities in English-Dominant ClassroomsLaurie Katz & Ana Christina DaSilva IddingsChapter 9: Race and Technology in Teacher Education: Where is the Access? Francis Bangou & Shelley WongChapter 10: Operating Under Erasure: Race/Language/IdentityAwad IbrahimPart III: Toward a Dialectic of Critically Engaged PraxisIntroductionChapter 11: Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives towards their Mexican American English LearnersSocorro Herrera and Amanda Rodriguez MoralesChapter 12: Transforming the Curriculum of NNESTs: Introducing Critical Language Awareness (CLA) in a Teacher Education ProgramCarmen ChacónChapter 13: Narratives in the Wild: Unpacking Critical Race Theory Methodology for Early Childhood Bilingual EducationSara Michael-LunaChapter 14: Linguicism and Race in the United States: Impact on Teacher Education from Past to Present Theresa AustinChapter 15: Un/Marked Pedagogies: A Dialogue on Race in EFL and ESL SettingsEve Haque & Brian MorganChapter 16: Race and Language as Capital in School: A Sociological Template for Language Education ReformAllan Luke