Exploring Critical Racial Literacy in English Language Teaching

Experiences From a Teaching Internship

Bibliographic Data

ID16918658
AuthorsAna Karina De Oliveira Nascimento (0000-0002-3014-0659, Universidade Federal de Sergipe), Thiago De Melo Cardoso Santos (0000-0002-5231-0006, Universidade Federal de Sergipe)
Year2025
Volume64
Publication date2025-01-01
Open AccessYes
TypeARTICLE
VenueTrabalhos em Linguística Aplicada (JOURNAL)
Journal identifiersISSN: 0103-1813 • E-ISSN: 2175-764X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/01031813v64120258676741
OpenAlexW4406871115
SciELOS0103-18132025000100405
LanguageEN
References cited9

This article is about the teaching internship experience conducted during the master’s program in Languages, in which the course “English Language I” was taught to incoming students of the undergraduate course in Languages (Portuguese/ English), at the Federal University of Sergipe. Alongside covering topics outlined in the course syllabus, focusing on the teaching of English, discussions were held on critical race theory and its place in the educational context, through classroom activities based on critical racial literacy and intersectionality (LADSON BILLINGS, 1998; CRENSHAW, 2004; FERREIRA, 2023). So, we examined our practices as educators and the reflections arising from this experience, which broadened our understanding of ethnic-racial issues, their connections with English language education, and the impacts on contemporary social practices, including exchanges of experiences with the students. Thus, this article aims to share reflections arising from the aforementioned experience. It is a qualitative and interpretive study (MOITA LOPES, 1994; SALDAÑA, 2009), focused on the analysis and interpretation of the meanings constructed during the teaching internship, involving reflections from the researchers’ field diary and records of classroom activities (PARDO, 2019; PAIVA, 2019). The analysis follows the strand of Southern studies (SILVA JR; MATOS, 2019; PENNYCOOK; MAKONI, 2020), which advocate for the inclusion of voices from socially marginalized groups. The results of the experience indicate the relevance of building bridges between academic knowledge production and the social practices of marginalized groups in English language education

Critical literacy · Internship · Literacy · Mathematics education · Medical education · Pedagogy · Sociology · Critical Race Theory in Education · Literacy, Media, and Education · Medicine · Multilingual Education and Policy · Psychology

Tools

Open DOIOpen Access