Term
Fall 2021
Capstone
Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Laura Halldin
Content Expert
Ilse Griffin
Abstract
The research question for this capstone was: How can educators of adult English learners utilize antiracist praxis like translanguaging to more deeply value learners’ linguistic and cultural backgrounds and experiences? As the field of teaching English to adults grows, educators need to be aware of the colonial history of English learning that is harmful to learners (Motha, 2014). Through colonizing ideologies of monolingualism and standardization, adult learners of English constantly get messages of inferiority towards their linguistic and cultural identities. As educators, it is our responsibility to combat these racist practices in our classroom and community with antiracist praxis. Kendi (2019) argues that to be antiracist is to intentionally work towards racial equality or the breaking down of a racial hierarchy. For praxis, reflection must be combined with action because one cannot exist without the other for real change to occur (Freire, 1970). Therefore, educators require real time and commitment to the process of praxis when applying antiracist practices to their classrooms. This capstone’s literature review examines these ideas and ends by mixing the nontraditional translanguaging teacher roles from García (2017) and Culturally Responsive Teaching from Hammond (2015) to provide educators with tools to honor learners' linguistic and cultural identities as antiracist praxis. The project delves into how a study circle is an effective form of professional development for a learning community of about 8-12 educators to access this antiracist praxis research over 3-5 sessions because it is continual, reflective, and collaborative (Vinogradov, 2012). The final product will be a facilitator’s guide so any adult English educator can take the guide and bring this important work to their school with their colleagues.
Project Type
Professional Development
Keywords
Adult Education, ESL/ ELLs, Social Justice, Staff Development
Recommended Citation
Sanders, Cydnee, "Antiracist Praxis in the Adult English Classroom" (2021). School of Education and Leadership Student Capstone Projects. 753.
https://digitalcommons.hamline.edu/hse_cp/753
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects