Suhanthie Motha
Biographic Data
| ID | 5998092 |
|---|---|
| NAME | Suhanthie Motha |
| GIVEN NAMES | Suhanthie |
| FAMILY NAME | Motha |
| SIGNATURE | MOTHA S |
| AFFILIATIONS | b University of Washington , Seattle, Washington |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 175 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Decolonial and antiracist teacher education practice
Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of …
Is an Antiracist and Decolonizing Applied Linguistics Possible?
This article argues for an uncovering of the multitude of ways in which applied linguistics has functioned as an important and effective vehicle for White supremacy and empire, with its disciplinary roots embedded in assumptions about racial inequalities and racial hierarchies and, equally importantly, the concealment of these forms of racial discrimination which often manifest as innocuous language practices. In particular, the notion of objecti…
Race and language teaching
In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners' lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflect…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Non-coercive Rearrangements
In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators…
Accessing Imagined Communities and Reinscribing Regimes of Truth
In this article, we explore the complex and nebulous terrain between two theoretical concepts, imagined communities (Norton, 2000 Norton, B. 2000. Identity and language learning: Gender ethnicity and educational change, Harlow, , England: Pearson Education. [Google Scholar], 2001 Norton, B. 2001. “Non-participation, imagined communities and the language classroom”. In Learner contributions to language learning: New directions in research, Edited …
M ultilingualism in P ost ‐9/11 U.S. S chools
In this article we draw on our family histories of language loss to stimulate public discussion of the consequences of linguistic attrition for public school students in the United States. Our concerns for multilingualism, antiracism, and peace—and the salient connections among these three—are rooted in our lived experiences. Through an exploration of our family histories, we examine the ways in which empire and language identity can interact to …
Decolonizing Esol
The year-long study that was the context for this article explored the complicated relationship among the shaping of ESOL as a school construct, the historical legacy of colonialism, and the contemporary influence of globalizing forces on the teaching of English worldwide and the lives of multilingual students enrolled in ESOL. In the context of a year-long critical feminist ethnography of four first-year teachers, this data-driven exploration ex…
Racializing Esol Teacher Identities in U. S. K—12 Public Schools
Women Faculty of Color in Tesol
Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)
Non-coercive Rearrangements
In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Race and language teaching
In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners' lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflect…
Racializing Esol Teacher Identities in U. S. K—12 Public Schools
Women Faculty of Color in Tesol
Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Women Faculty of Color in Tesol
Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)
Decolonizing Esol
The year-long study that was the context for this article explored the complicated relationship among the shaping of ESOL as a school construct, the historical legacy of colonialism, and the contemporary influence of globalizing forces on the teaching of English worldwide and the lives of multilingual students enrolled in ESOL. In the context of a year-long critical feminist ethnography of four first-year teachers, this data-driven exploration ex…
Racializing Esol Teacher Identities in U. S. K—12 Public Schools
M ultilingualism in P ost ‐9/11 U.S. S chools
In this article we draw on our family histories of language loss to stimulate public discussion of the consequences of linguistic attrition for public school students in the United States. Our concerns for multilingualism, antiracism, and peace—and the salient connections among these three—are rooted in our lived experiences. Through an exploration of our family histories, we examine the ways in which empire and language identity can interact to …
Accessing Imagined Communities and Reinscribing Regimes of Truth
In this article, we explore the complex and nebulous terrain between two theoretical concepts, imagined communities (Norton, 2000 Norton, B. 2000. Identity and language learning: Gender ethnicity and educational change, Harlow, , England: Pearson Education. [Google Scholar], 2001 Norton, B. 2001. “Non-participation, imagined communities and the language classroom”. In Learner contributions to language learning: New directions in research, Edited …
Non-coercive Rearrangements
In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators…
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Is an Antiracist and Decolonizing Applied Linguistics Possible?
This article argues for an uncovering of the multitude of ways in which applied linguistics has functioned as an important and effective vehicle for White supremacy and empire, with its disciplinary roots embedded in assumptions about racial inequalities and racial hierarchies and, equally importantly, the concealment of these forms of racial discrimination which often manifest as innocuous language practices. In particular, the notion of objecti…
Race and language teaching
In this review article on race and language teaching, we highlight an urgent need for the international educational community to continue to develop a complex understanding of how language teaching and learners' lives are shaped by our global history of racist practices of colonial expansion, including settler colonialism and transatlantic slavery. We outline the genesis of research on race and language teaching and review literature that reflect…
Decolonial and antiracist teacher education practice
Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of …
Multilingual Education and Policy (10 works) · Second Language Learning and Teaching (8 works) · Sociology (7 works) · EFL/ESL Teaching and Learning (6 works) · Pedagogy (5 works) · Linguistics (4 works) · Gender Studies (3 works) · Political science (3 works) · Anthropology (2 works) · Citation (2 works)