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Findings indicate teachers view their work as more than English specialization, emphasizing roles as role models, life coaches, cultural ambassadors, and agents of social change. Narratives support using Black teachers’ perspectives to strengthen race pedagogy and improve faculty racial diversity in ESL curricula.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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theoretical and methodological approach does the study use?","Question",{"text":62,"@type":63},"The study uses critical theory as its theoretical underpinning and narrative inquiry as its methodological tool to explore teachers’ positioning and role definitions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the study collect data?",{"text":67,"@type":63},"Data collection relied largely on a questionnaire survey and interviews conducted with seven African-descent teachers and administrators.",{"name":69,"@type":60,"acceptedAnswer":70},"What roles do Black ESL teachers describe for themselves in the classroom?",{"text":71,"@type":63},"Teachers described themselves as more than English language specialists, emphasizing roles such as role models, life coaches, cultural ambassadors, and agents of social 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upon critical theory for its theoretical underpinnings and narrative inquiry asa methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers’ perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity.  \nKeywords: Black teachers; teacher identity; race;  \nIt is a well-known fact that research in TESOL has made  \nnature of the English language and the diversity of its  \nracialized discourse, ESL teaching  \nsignificant efforts to highlight the multifaceted speakers (Faez, 2012; Holliday, 2015; Manara,  \n2018) . Theoretically, different perspectives, considerations, and criticisms of the one-dimensional nature of the native-nonnative speakerism concepts have been examined (Aneja, 2016; Kubota, 2018, 2019) . Practically, revisions to pedagogy that are more culturally inclusive and context-suitable have been made to cater to the needs of language learners and teachers all over the world (Faez, 2012; Taylor-Mendes, 2009; Yazan & Rudolph, 2018) . However, similar attempts to highlight the experiences of Black teachers, who represent the minority of English language teachers in the profession but reflect the diversity of the students that they teach, have barely been addressed in TESOL research (Chung Constant, 2012; Javier, 2014; Kubota, 2018; Manara, 2018) .  \nThe few studies done show that whether native or nonnative, Black educators are often viewed as less capable teachers of English by their students, colleagues, language administrators, and even potential employers (Charles, 2017; Cooper & Bryan, 2020; Daniel, 2019; Hernandez, 2016; Nabukeera; 2020; Penn, 2017) . These teachers reported incidents in which their nationality and language competence is due to a presumed deficit of the embodied characteristics expected of a TESOL professional (Baratta, 2018; Jenkins, 2018; Kubota, 2018; Motha, 2014; Ramjattan, 2014) . It has been argued that these characteristics, unfortunately, have primarily to do with the teachers’ race more than any other social markers (Aneja, 2016; Kubota, 2019; Manara, 2018; Penn, 2017; Yazan & Rudolf, 2019) . Nonetheless while societal perceptions of Blackness and educators exist within U.S. public discourse, and a growing number of studies in TESOL continue to showcase the lived experiences of teachers of color, not much has been  \ndocumented about the professional lives of Black ESL educators. Hence, the purpose of this study is to give voices to this group of educators whose intersecting racial, cultural, and linguistic identities embody the diversity within the Black ESL teacher community. More importantly, this study discusses Black teachers’ interpretation of their roles and the work they do in the ESL classroom especially in consideration of the workings of racism that exist in the field of English language teaching.  \nLiterature  \nAccording to the few studies conducted on visibly ethnic minority ESL teachers’ experiences in both English and non-English speaking contexts, race and ethnicity are instrumental in teachers’ professional lives (Constant & Cao, 2018; Javier, 2010; Kubota, 2019; Shuck, 2006) . Black teachers in particular face a unique s","cbCais8GTnuvMa1F","https://ap.wps.com/l/cbCais8GTnuvMa1F","pdf",321639,"English","# Introduction\n## Study purpose and methodology\n## Key findings and implications\n# Literature Review\n## Race, ethnicity, and professional life\n## Native-speaker ideology and discrimination\n## Racialization in ESL contexts","[{\"question\":\"What theoretical and methodological approach does the study use?\",\"answer\":\"The study uses critical theory as its theoretical underpinning and narrative inquiry as its methodological tool to explore teachers’ positioning and role definitions.\"},{\"question\":\"How did the study collect data?\",\"answer\":\"Data collection relied largely on a questionnaire survey and interviews conducted with seven African-descent teachers and administrators.\"},{\"question\":\"What roles do Black ESL teachers describe for themselves in the classroom?\",\"answer\":\"Teachers described themselves as more than English language specialists, emphasizing roles such as role models, life coaches, cultural ambassadors, and agents of social change.\"}]","The Positioning of Black ESL Teachers in the United States - Teacher Perspectives | PDF",1792086735]