“As if I Had a Part‐Time Job… to Teach the White Kids”
Racialized Labor and the Extractivism of Linguistic Capital in World Language Education
Dados Bibliográficos
| ID | 21360150 |
|---|---|
| Autores | Rima Elabdali (0000-0002-8030-7402, English Department University of Tennessee Knoxville USA, autor correspondente) |
| Ano | 2026 |
| Data de publicação | 2026-06-18 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Modern Language Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.70078 |
| OpenAlex | W7165182941 |
| Idioma | EN |
| Referências citadas | 60 |
Recent studies exploring mixed heritage language (HL) and second language (L2) classes have documented how these classes tend to prioritize the needs of L2 students while positioning HL students’ linguistic knowledge as a resource for their L2 peers. While pedagogical solutions have been suggested to address these tensions, less attention has been paid to the broader structural forces shaping these dynamics. This article engages with theorizations of racial capitalism and neoliberalism in education to shift the focus toward how these inequities are produced and sustained. Drawing on semi‐structured interviews with four HL students and three L2 students contextualized through classroom observations in a university‐level Arabic world language course, I argue that this course, and world language education more broadly, function as a site for the extractivism of linguistic capital from racialized HL students. These extractivist logics are enacted through questioning racialized students’ right to learn their home language and assigning them roles of racialized labor in the classroom. These dynamics contribute to what I term a raciolinguistic ceiling effect , a condition in which systemic processes and instructional practices prevent racialized students from advancing their language proficiency beyond their White L2 peers. The findings offer insights to reframe how the relational tensions and inequitable learning dynamics in mixed HL–L2 classes are understood, theorized, and addressed
Capital (architecture) · Capitalism · Cognitive reframing · Cultural capital · First language · Language education · Neoliberalism (international relations) · Racialization · White (mutation) · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
A Tale of Two Visions
Dual-Language Immersion Programs
Race and surveillance
The Securitization of Language Education
Who's Helping Whom?
Critical Race Pedagogy for More Effective and Inclusive World Language Teaching
Spatial policing
“ Pero yo también estoy aprendiendo ”
Yalla Nutbikh “Let's cook”
The canary in coal country
Language as Whose Resource
“Social justice clichés are fake”
Heritage and second language learners
Roles assigned to heritage learners in beginner Spanish mixed classes
Learning Outcomes of L2-Heritage Learner Interaction
“I’m a Heritage Speaker of the Damascene Dialect of Arabic”
The New Imperialism
It’s Not Fair”
Reconstructing the Status Quo
Education and racial capitalism
I Know There's Something Like That in Spanish”
On the Abolition of Belonging as Property
Collaborative writing in mixed classes
Researching without representation? Language and materiality in post-qualitative methodology
Orientations in Language Planning
The poetics of extractivism and the politics of visibility
Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom
Unsettling race and language
Why Post Qualitative Inquiry
Plugging One Text Into Another
Neoliberalism and the weaponising of language and education
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |