Education Publications
Document Type
Article
Publication Date
2012
Journal
TESL Canada Journal
Volume
29
Issue
6
URL with Digital Object Identifier
https://doi.org/10.18806/tesl.v29i0.1113
Abstract
This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-Englishspeaking status is linked to levels of language proficiency and country of birth as well as to individuals’ race. Whereas Generation 1.5 non-white teacher candidates’ discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance.
