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It argues that racist beliefs and structures permeate education and beyond, and frames ESOL teacher development around antiracist conscientização informed by Paulo Freire’s work. The article defines linguistic racism as both discourse and social practice, analyzes its amplification for multilingual speakers, and connects it to ELT experiences, power, privilege, and historically racist TESOL practices, culminating in principles to build antiracist classrooms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principles-and-practices-for-the-preparation-of-antiracist-esol-teachers/598328/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principles-and-practices-for-the-preparation-of-antiracist-esol-teachers/598328.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is linguistic racism according to the article?","Question",{"text":112,"@type":113},"Linguistic racism is presented as a form of racism enacted through language discriminatory practices. It is described as discourse and social practice that construct and perpetuate unequal relations of power through inferiorization.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does linguistic racism increase for multilingual speakers in the article?",{"text":117,"@type":113},"The text explains that linguistic racism is amplified when a speaker is multilingual and moves between languages and varieties, because translanguaging is often treated as a liability rather than an asset.",{"name":119,"@type":110,"acceptedAnswer":120},"What is antiracist conscientização in the context of ESOL teacher preparation?",{"text":121,"@type":113},"Antiracist conscientização is framed as questioning one’s own practices and developing pedagogical commitments that help tear down racist beliefs and structures. The article links this to building antiracist ESOL classrooms and preparing teachers for antiracist work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598328,1792670454,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Principles and Practices for the Preparation of Antiracist ESOL Teachers  \nEvents in 2020 sparked the need to continue a focus on ongoing inequities in the United  \nStates. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist conscientização. I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker who speaks English as an additional language to guide why and how I come to this work as a scholar and teacher educator. Drawing from the previous sections, I describe principles and practices to tear down those racist beliefs and structures, build antiracist classrooms, and guide the preparation of antiracist ESOL teachers.  \nKeywords: Antiracist ESOL teachers, linguistic racism, antiracist conscientização, principles and practices  \nH  \neightened White nationalism, anti-Black violence, and anti-immigration rhetoric have brought forth the continuing need to focus on ongoing inequities present in the United States. Those who have  \nbeen historically marginalized in our communities deserve educational opportunities that go beyond just understanding and appreciation. Considering the historical roots of inequality, we are tasked to question our own practices and develop what I call antiracist conscientização, following Paulo Freire’s (1970) work on activism, education for liberation, and pedagogies of the oppressed.  \nAcknowledging that racist beliefs and structures are pervasive in education and beyond, this article addresses the preparation of ESOL teachers for antiracist work. I explain how ESOL teachers can develop antiracist conscientização. I focus on principles and practices to tear down those beliefs and structures and build antiracist classrooms. I address the following guiding questions:  \n1. What is linguistic racism and how do we fight against it?  \n2. What power and privilege are present in the TESOL field?  \n3. What historically racist practices have been part of TESOL?  \n4. What principles and practices should guide the preparation of antiracist ESOL teachers?  \nUsing Kubota and Lin’s (2006) explanation,“racism can be viewed as both discourse and social practice that construct and perpetuate unequal relations of power through inferiorization, a process in which the Other is rendered inferior to the Self” (p. 478) . I contextualize this work in the TESOL field. My  \nperspectives come from experiences as a transnational individual, originally from Brazil, as someone who has lived in the United States. now longer than I have lived in my home country. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker to guide why and how I come to this work as a scholar and teacher educator. Then, I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. Finally, drawing from the previous sections, I describe principles and practices that should guide the preparation of antiracist ESOL teachers.  \nTheoretical Framework  \nLinguistic Racism  \nLinguistic racism is a form of racism related to language discriminatory practices and enactments, indifferent forms and contexts. De Costa explains that “linguistic racism is amplified when a speaker is multilingual and shuttles between different languages and language varieties because more often than not, her ability to translanguage (Wei 2018) is seen as a liability instead of an asset”(de Costa, 2020, p. 833) . Linguistic racism refers to ideologies and practices “utilized to confor","cbCaitnhivt8V1hU","https://ap.wps.com/l/cbCaitnhivt8V1hU","pdf",277122,"English","# Guiding need for antiracist ESOL teacher preparation\n## Antiracist conscientização and historical inequities\n# Guiding questions for the article\n## What is linguistic racism and how to fight it\n## Power and privilege in TESOL\n## Historically racist practices in TESOL\n## Principles for preparing antiracist ESOL teachers\n# Theoretical framework\n## Linguistic racism and multilingualism\n## Linguistic racism in ELT and discrimination by accent/proficiency\n## Intersectionality and identity-based oppression","[{\"question\":\"What is linguistic racism according to the article?\",\"answer\":\"Linguistic racism is presented as a form of racism enacted through language discriminatory practices. It is described as discourse and social practice that construct and perpetuate unequal relations of power through inferiorization.\"},{\"question\":\"Why does linguistic racism increase for multilingual speakers in the article?\",\"answer\":\"The text explains that linguistic racism is amplified when a speaker is multilingual and moves between languages and varieties, because translanguaging is often treated as a liability rather than an asset.\"},{\"question\":\"What is antiracist conscientização in the context of ESOL teacher preparation?\",\"answer\":\"Antiracist conscientização is framed as questioning one’s own practices and developing pedagogical commitments that help tear down racist beliefs and structures. The article links this to building antiracist ESOL classrooms and preparing teachers for antiracist work.\"}]","Principles and Practices for the Preparation of Antiracist ESOL Teachers | PDF",1792086726,23]