| Abstrakt: |
Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. 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. [ABSTRACT FROM AUTHOR] |
