Language is power, in the hands of linguistic gatekeepers and the dominant class. From “coloniality of power” (Quijano, 2000) to “coloniality of language” (Veronelli, 2015, p. 113), English has become a “colonial language” (Kachru, 1986, p. 5) and a “language for oppression” (Kachru, 1986, p. 13), replacing the implementation of carrots and sticks in the colonial times in the form of instilling raciolinguistic ideologies of the centre into the periphery. Language is raced and race is languaged (Alim et al., 2016). Racialization, synonymous with racial classification, is a process of “Looking like a Language, Sounding like a Race” (Rosa, 2019). The racialization of language subjugates, subordinates, dehumanizes, and others people of colour.

Join us as we interrogate race and racism in postsecondary language classrooms in our upcoming IGI-Global book. We will use the perspective of intersectionality between language and race in higher education classrooms, by problematizing raciolinguistic injustice and hierarchy with the monolingual and monocultural norm as a frame a reference, combating racism, linguicism, native speakerism, and neo-racism, as well as calling for changes, emancipation, and pedagogical paradigm shifts so as to teach English for justice and liberation (Huo, 2020). This book will investigate race and racism in postsecondary language classrooms, how race intersects with language, how power impacts and shapes language teaching and learning, and how hegemony and ideology perpetuate linguistic injustice and discrimination against racially minoritized students. It will examine how racism has created institutional, structural, and individual barriers for language learners in higher education, as well as potential strategies to combat racism, linguicism, and neo-racism.

We ask prospective contributors to submit research-based and data-driven chapters to elicit stories, counter stories, garner racialized experiences and perspectives, and represent resistant voices through multiple research methods, including but not limited to interviewing, observation, discourse analysis, narrative inquiry, ethnography, journaling, focus groups, surveys, and case studies. Here is the Call for Proposals.

Recommended Topics

• Race, racialization, and racism
• Intersectionality between race and language
• Language and identity
• Linguicism and linguistic imperialism
• Monolingualism, native speakerism, and standardization
• Native-non-native dichotomy
• Power, hegemony, and hierarch
• Raciolinguistic ideology
• Neo-racism (i.e., based on nationalities, ethnicities, and cultures)
• Accentism
• Language diversity and linguistic rights
• Raciolinguistic justice and social justice
• Discourses and stories in different geographic and language teaching contexts across the globe
• Narratives and counter-narratives
• Barriers, challenges, and resistance
• Lived experiences
• Multilingualism, plurilngualism, and translanguaging
• Anti-oppressive and decolonizing language policies
• Anti-racist and anti-colonial pedagogies and practices
• Critical pedagogies in global higher education language teaching contexts
• Ethical internationalization in postsecondary language classrooms

This book is intended for scholars, researchers, faculty, instructors, and professionals in English language teaching, higher education, language education, applied linguistics, sociolinguistics, educational linguistics, anti-racist education, critical multilingual studies, translingual studies, and those who are interested in the research of race, language, and the area of teaching English cross-culturally and translingually in higher education classrooms, such as faculty and instructors, educational developers who design the inclusive, anti-racist, and anti-colonial curriculum, and administrators and policymakers who oversee academic, especially language programs. The book will also be useful for teacher candidates, non-native English-speaking students, undergraduates, and graduate students in TESOL/ESL, second language acquisition, and higher education programs.

Important Dates

• March 31, 2023: Proposal Submission Deadline
• April 14, 2023: Notification of Acceptance
• May 14, 2023: Full Chapter Submission
• June 27, 2023: Review Results Returned
• August 8, 2023: Final Acceptance Notification
• August 22, 2023: Final Chapter Submission

If you would like to discuss a potential book chapter idea, contact us at raceandlanguage@gmail.com.

-Xiangying Huo (University of Toronto) and Clayton Smith (University of Windsor)

References

Alim, S., Rickford, J. R. & Ball, A. F. (Eds.) (2016). Raciolinguistics: How Language Shapes Our Ideas about Race. New York, NY: Oxford University Press.
Huo, X. Y. (2020). Higher education internationalization and English language instruction: Intersectionality of race and language in Canadian universities. Springer. doi:10.1007/978-3-030-60599-5
Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Pergamon.
Quijano, A. (2000). The coloniality of power and social classification. Journal of World-Systems Research 6(2), 342-386.
Rosa, J. (2019). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press.
Veronelli, G. A. (2015). Five: The coloniality of language: Race, expressivity, power, and the darker side of modernity. Wagadu: a Journal of Transnational Women’s and Gender Studies, 13, p. 108-134.