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Abstract
This research aims to explore and analyze the raciolinguistic dynamics that influence teaching and learning experiences, as well as educational access, within global EFL contexts. Through an in-depth review of current literature, this research explores how language biases and hierarchies influence educational structures, create inequalities and affect social mobility. The study not only highlights the issues of raciolinguistic but also expands critical understanding of the role of language in reproducing or undermining social injustice. The research shows how raciolinguistic ideas have been globalized and adapted to a variety of circumstances by utilizing bibliometric analysis of the Scopus database and applying it to a wide range of previously published works. It also highlights the need for educational practices that bring these ideas into play to solve racial and linguistic disparities. The results show that racialolinguistic ideas are not only globally spread, but also adapted in various educational contexts, reflecting how language policies and pedagogical practices can reinforce or challenge social injustice. Using a cross-country survey and case studies, this study identifies adaptive strategies used in EFL teaching to deal with linguistic and racial challenges. In addition, the findings emphasize the importance of policy-based approaches and more inclusive pedagogies to reduce language and racial disparities in education. By cross-national surveys and case studies, the study emphasizes the significance of adaptive techniques and the complex interactions between language and race in EFL classroom.
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Copyright (c) 2025 Nirwana, Wawan Gunawan, Muhlis
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How to Cite
Understanding raciolinguistic dynamic in EFL classroom: a systematic literature review on language and identity in global educational contexts. (2025). JOALL (Journal of Applied Linguistics and Literature), 10(1), 175–200. https://doi.org/10.33369/joall.v10i1.36951
References
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Abdillah, A., Widianingsih, I., Buchari, R. A., & Nurasa, H. (2023). Implications of urban farming on urban resilience in Indonesia: Systematic literature review and research identification. Cogent Food & Agriculture, 9(1). https://doi.org/10.1080/23311932.2023.2216484
Ahmed, F., Baker-Bell, A., Clayton, D., & Cushing, I. (2024). Race, language and (In)equality. In English in Education (Vol. 58, Issue 1, pp. 2–5). Taylor and Francis Ltd. https://doi.org/10.1080/04250494.2024.2309598
Alim, H. S., Reyes, A., & Kroskrity, P. V. (Eds.). (2020). The Oxford handbook of language and race. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190845995.001.0001
Anand, A. (2022). Scholar Commons " You Will Be Evaluated According to the Following ": Language, Race , and International Students at a U . S . Predominantly White.
Bano, M., & Zowghi, D. (2015). A systematic review on the relationship between user involvement and system success. Information and Software Technology, 58, 148– 169. https://doi.org/10.1016/j.infsof.2014.06.011.
Batini, C., Cappiello, C., Francalanci, C., & Maurino, A. (2009). Methodologies for data quality assessment and improvement. ACM Computing Surveys, 41(3), 1–52. https:// doi.org/10.1145/1541880.1541883.
Chang, S. (2020). Raciolinguistic ideology in first-year university (non)heritage Chinese classes. Language Learning in Higher Education, 10(2), 491–509. https://doi.org/10.1515/cercles-2020-2031
Chappell, W., & Barnes, S. (2023). Stereotypes, language, and race: Spaniards’ perception of Latin American immigrants. Journal of Linguistic Geography, 1–15. https://doi.org/10.1017/jlg.2023.5
Chávez-Moreno, L. C. (2023). A Literature Review of Raciolinguistics in Dual-Language Bilingual Education: A Call for Conceptualizing Racialization. In The Handbook of Dual Language Bilingual Education (pp. 254–265). Taylor and Francis. https://doi.org/10.4324/9781003269076-20
Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. In Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (pp. 1–417). https://doi.org/10.21832/CUMMIN3580
Cushing, I. (2023). Raciolinguistic policy assemblages and white supremacy in teacher education. Curriculum Journal, 34(1), 43–61. https://doi.org/10.1002/curj.173
Cushing, I. (2024). Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy. Language and Education. https://doi.org/10.1080/09500782.2024.2308824
Cushing, I., & Snell, J. (2023). The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society, 52(3), 363–386. https://doi.org/10.1017/S0047404522000094
De Coninck, D., Ogan, C., & d’Haenens, L. (2020). Can ‘the Other’ ever become ‘One of Us’? Comparing Turkish and European attitudes toward refugees: A five-country study. International Communication Gazette, 1–32. https://doi.org/10.1177/1748048519895376
Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4), 195–211. https://doi.org/10.3200/JOER.99.4.195-211
Emerick, M.R., LeMaster, P.E. A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices. Lang Policy (2024). https://doi.org/10.1007/s10993-024-09688-5
Fallas-Escobar, C., & Pentón Herrera, L. J. (2022). Examining raciolinguistic struggles in institutional settings: A duoethnography. Linguistics and Education, 67, 101012. https://doi.org/10.1016/j.linged.2022.101012
Flores, N., Lewis, M. C., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language and Communication, 62, 15–25. https://doi.org/10.1016/j.langcom.2018.06.002
Flores, N., & Rosa, J. (2015). Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education. In Harvard Educational Review (Vol. 85, Issue 2).
Holliday, N. R., & Squires, L. (2021). Sociolinguistic labor, linguistic climate, and race (ism) on campus: Black college students’ experiences with language at predominantly white institutions. Journal of Sociolinguistics, 25(3), 418-437.
Groff, C., Hollington, Andrea., Hurst-Harosh, Ellen., Nassenstein, Nico., Nortier, Jacomine., Pasch, H. (Helma), & Yannuar, N. (2022). Global Perspectives on Youth Language Practices (Volume 119, Vol. 119).
Hughes, R. (2023). Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
Kubota, R. (2023). Racialised teaching of English in Asian contexts: introduction. Language, Culture and Curriculum, 36(1), 1–6. https://doi.org/10.1080/07908318.2022.2048000
(Language, Education and Diversity_ 3) Jeff Bale_ Shakina Rajendram_ Katie Brubacher_ Mama Adobea Nii Owoo_ Jennifer Burton_ Wales Wong - Centering Multilingual Learners and Countering Raciolinguistic.pdf. (n.d.).
Lee, A. Y. (2022). “Free License to Communicate”: Licensing Black Language against white supremacist language assessments in a PreK classroom. Research in the Teaching of English, 57(2), 133-155. https://doi.org/10.58680/rte202232152
Maddamsetti, J. (2021). Exploring an elementary ESL teacher’s emotions and advocacy identity. International Multilingual Research Journal, 15(3), 235-252
Mallinson, C. (2024). Linguistic Variation and Linguistic Inclusion in the US Educational Context. https://doi.org/10.1146/annurev-linguistics-031120
Martinez, J. L., & De Vera, P. V. (2019). Sociolinguistic competence of foreign national college students. Asian EFL Journal, 21(2), 291–336.
Mbau, A. T., & Sugeng, B. (2019). Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of. Journal of English Language Teaching and Linguistics, 4(2), 143. https://doi.org/10.21462/jeltl.v4i2.255
Mills, S. (2017). English politeness and class. In English Politeness and Class. https://doi.org/10.1017/9781316336922
Mulyana, D., & Eko, B. (2017). Indonesian Students’ Cross-Cultural Adaptation in Busan, Korea. Jurnal ASPIKOM, 3(2), 144-156. Retrieved from https://jurnalaspikom.org/index.php/aspikom/article/view/135
Robinson, H. (2024). Language, Diaspora, Home; Identity and Women’s Linguistic Space-Making. https://www.routledge.
Sekaja, L., Adams, B. G., & Yağmur, K. (2022). Raciolinguistic ideologies as experienced by racialized academics in South Africa. International Journal of Educational Research, 116. https://doi.org/10.1016/j.ijer.2022.102092
Song, K., Kim, S., & Rea Preston, L. (n.d.). “No Difference Between African American, Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs. In International Journal of Multicultural Education (Vol. 23, Issue 1).
Smith, P. (2024). A Call for Raciolinguistic Epistemologies: Transnational Languaging of Immigrant Literacy Teacher Educators. Critical Inquiry in Language Studies, 21(1), 1–22. https://doi.org/10.1080/15427587.2023.2218618
Sugiharto, S. (2022). Bringing Race to the Classroom: How a Multilingual Speaker Performs Infra Politics to Confront Raciolinguistic Ideologies. Edulangue, 5(1), 154–172. https://doi.org/10.20414/edulangue.v5i1.5084
Sun, W., & Wang, X. (2023). A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state. Discourse, 44(1), 61–75. https://doi.org/10.1080/01596306.2021.1955242
Snyder, R. The right to define: analyzing whiteness as a form of property in Washington state bilingual education law. Lang Policy 19, 31–60 (2020). https://doi.org/10.1007/s10993-019-09509-0
Thoma, N. (2023). ‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education. Race Ethnicity and Education, 26(6), 735–753. https://doi.org/10.1080/13613324.2020.1798390
Ulla, M. B., Bolintao, J. J. M., & Praditsorn, P. (2024). Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives. English in Education, 58(1), 31–39. https://doi.org/10.1080/04250494.2024.2309390
van Hattum, F. (2019). Raciolinguistics: How Language Shapes Our Ideas About Race. Critical Inquiry in Language Studies, 16(4), 293–295. https://doi.org/10.1080/15427587.2018.1522864
Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391–421. https://doi.org/10.1017/S0261444820000269
Wei, L. (2023). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 11(1). https://doi.org/10.1017/S0261444823000186
Wei, L., & García, O. (2022). Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project. RELC Journal, 53(2), 313–324. https://doi.org/10.1177/00336882221092841
References
Abdillah, A., Widianingsih, I., Buchari, R. A., & Nurasa, H. (2023). Implications of urban farming on urban resilience in Indonesia: Systematic literature review and research identification. Cogent Food & Agriculture, 9(1). https://doi.org/10.1080/23311932.2023.2216484
Ahmed, F., Baker-Bell, A., Clayton, D., & Cushing, I. (2024). Race, language and (In)equality. In English in Education (Vol. 58, Issue 1, pp. 2–5). Taylor and Francis Ltd. https://doi.org/10.1080/04250494.2024.2309598
Alim, H. S., Reyes, A., & Kroskrity, P. V. (Eds.). (2020). The Oxford handbook of language and race. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190845995.001.0001
Anand, A. (2022). Scholar Commons " You Will Be Evaluated According to the Following ": Language, Race , and International Students at a U . S . Predominantly White.
Bano, M., & Zowghi, D. (2015). A systematic review on the relationship between user involvement and system success. Information and Software Technology, 58, 148– 169. https://doi.org/10.1016/j.infsof.2014.06.011.
Batini, C., Cappiello, C., Francalanci, C., & Maurino, A. (2009). Methodologies for data quality assessment and improvement. ACM Computing Surveys, 41(3), 1–52. https:// doi.org/10.1145/1541880.1541883.
Chang, S. (2020). Raciolinguistic ideology in first-year university (non)heritage Chinese classes. Language Learning in Higher Education, 10(2), 491–509. https://doi.org/10.1515/cercles-2020-2031
Chappell, W., & Barnes, S. (2023). Stereotypes, language, and race: Spaniards’ perception of Latin American immigrants. Journal of Linguistic Geography, 1–15. https://doi.org/10.1017/jlg.2023.5
Chávez-Moreno, L. C. (2023). A Literature Review of Raciolinguistics in Dual-Language Bilingual Education: A Call for Conceptualizing Racialization. In The Handbook of Dual Language Bilingual Education (pp. 254–265). Taylor and Francis. https://doi.org/10.4324/9781003269076-20
Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. In Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (pp. 1–417). https://doi.org/10.21832/CUMMIN3580
Cushing, I. (2023). Raciolinguistic policy assemblages and white supremacy in teacher education. Curriculum Journal, 34(1), 43–61. https://doi.org/10.1002/curj.173
Cushing, I. (2024). Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy. Language and Education. https://doi.org/10.1080/09500782.2024.2308824
Cushing, I., & Snell, J. (2023). The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society, 52(3), 363–386. https://doi.org/10.1017/S0047404522000094
De Coninck, D., Ogan, C., & d’Haenens, L. (2020). Can ‘the Other’ ever become ‘One of Us’? Comparing Turkish and European attitudes toward refugees: A five-country study. International Communication Gazette, 1–32. https://doi.org/10.1177/1748048519895376
Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4), 195–211. https://doi.org/10.3200/JOER.99.4.195-211
Emerick, M.R., LeMaster, P.E. A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices. Lang Policy (2024). https://doi.org/10.1007/s10993-024-09688-5
Fallas-Escobar, C., & Pentón Herrera, L. J. (2022). Examining raciolinguistic struggles in institutional settings: A duoethnography. Linguistics and Education, 67, 101012. https://doi.org/10.1016/j.linged.2022.101012
Flores, N., Lewis, M. C., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language and Communication, 62, 15–25. https://doi.org/10.1016/j.langcom.2018.06.002
Flores, N., & Rosa, J. (2015). Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education. In Harvard Educational Review (Vol. 85, Issue 2).
Holliday, N. R., & Squires, L. (2021). Sociolinguistic labor, linguistic climate, and race (ism) on campus: Black college students’ experiences with language at predominantly white institutions. Journal of Sociolinguistics, 25(3), 418-437.
Groff, C., Hollington, Andrea., Hurst-Harosh, Ellen., Nassenstein, Nico., Nortier, Jacomine., Pasch, H. (Helma), & Yannuar, N. (2022). Global Perspectives on Youth Language Practices (Volume 119, Vol. 119).
Hughes, R. (2023). Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
Kubota, R. (2023). Racialised teaching of English in Asian contexts: introduction. Language, Culture and Curriculum, 36(1), 1–6. https://doi.org/10.1080/07908318.2022.2048000
(Language, Education and Diversity_ 3) Jeff Bale_ Shakina Rajendram_ Katie Brubacher_ Mama Adobea Nii Owoo_ Jennifer Burton_ Wales Wong - Centering Multilingual Learners and Countering Raciolinguistic.pdf. (n.d.).
Lee, A. Y. (2022). “Free License to Communicate”: Licensing Black Language against white supremacist language assessments in a PreK classroom. Research in the Teaching of English, 57(2), 133-155. https://doi.org/10.58680/rte202232152
Maddamsetti, J. (2021). Exploring an elementary ESL teacher’s emotions and advocacy identity. International Multilingual Research Journal, 15(3), 235-252
Mallinson, C. (2024). Linguistic Variation and Linguistic Inclusion in the US Educational Context. https://doi.org/10.1146/annurev-linguistics-031120
Martinez, J. L., & De Vera, P. V. (2019). Sociolinguistic competence of foreign national college students. Asian EFL Journal, 21(2), 291–336.
Mbau, A. T., & Sugeng, B. (2019). Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of. Journal of English Language Teaching and Linguistics, 4(2), 143. https://doi.org/10.21462/jeltl.v4i2.255
Mills, S. (2017). English politeness and class. In English Politeness and Class. https://doi.org/10.1017/9781316336922
Mulyana, D., & Eko, B. (2017). Indonesian Students’ Cross-Cultural Adaptation in Busan, Korea. Jurnal ASPIKOM, 3(2), 144-156. Retrieved from https://jurnalaspikom.org/index.php/aspikom/article/view/135
Robinson, H. (2024). Language, Diaspora, Home; Identity and Women’s Linguistic Space-Making. https://www.routledge.
Sekaja, L., Adams, B. G., & Yağmur, K. (2022). Raciolinguistic ideologies as experienced by racialized academics in South Africa. International Journal of Educational Research, 116. https://doi.org/10.1016/j.ijer.2022.102092
Song, K., Kim, S., & Rea Preston, L. (n.d.). “No Difference Between African American, Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs. In International Journal of Multicultural Education (Vol. 23, Issue 1).
Smith, P. (2024). A Call for Raciolinguistic Epistemologies: Transnational Languaging of Immigrant Literacy Teacher Educators. Critical Inquiry in Language Studies, 21(1), 1–22. https://doi.org/10.1080/15427587.2023.2218618
Sugiharto, S. (2022). Bringing Race to the Classroom: How a Multilingual Speaker Performs Infra Politics to Confront Raciolinguistic Ideologies. Edulangue, 5(1), 154–172. https://doi.org/10.20414/edulangue.v5i1.5084
Sun, W., & Wang, X. (2023). A raciolinguistic analysis of the neoliberal promotion of dual language education in a new Latinx South state. Discourse, 44(1), 61–75. https://doi.org/10.1080/01596306.2021.1955242
Snyder, R. The right to define: analyzing whiteness as a form of property in Washington state bilingual education law. Lang Policy 19, 31–60 (2020). https://doi.org/10.1007/s10993-019-09509-0
Thoma, N. (2023). ‘I don’t want to be pushed into an islamic school’: biography and raciolinguistic ideologies in education. Race Ethnicity and Education, 26(6), 735–753. https://doi.org/10.1080/13613324.2020.1798390
Ulla, M. B., Bolintao, J. J. M., & Praditsorn, P. (2024). Challenging the raciolinguistic inequality in English education in Thailand: the macro, meso, and micro perspectives. English in Education, 58(1), 31–39. https://doi.org/10.1080/04250494.2024.2309390
van Hattum, F. (2019). Raciolinguistics: How Language Shapes Our Ideas About Race. Critical Inquiry in Language Studies, 16(4), 293–295. https://doi.org/10.1080/15427587.2018.1522864
Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391–421. https://doi.org/10.1017/S0261444820000269
Wei, L. (2023). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 11(1). https://doi.org/10.1017/S0261444823000186
Wei, L., & García, O. (2022). Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project. RELC Journal, 53(2), 313–324. https://doi.org/10.1177/00336882221092841
Ahmed, F., Baker-Bell, A., Clayton, D., & Cushing, I. (2024). Race, language and (In)equality. In English in Education (Vol. 58, Issue 1, pp. 2–5). Taylor and Francis Ltd. https://doi.org/10.1080/04250494.2024.2309598
Alim, H. S., Reyes, A., & Kroskrity, P. V. (Eds.). (2020). The Oxford handbook of language and race. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190845995.001.0001
Anand, A. (2022). Scholar Commons " You Will Be Evaluated According to the Following ": Language, Race , and International Students at a U . S . Predominantly White.
Bano, M., & Zowghi, D. (2015). A systematic review on the relationship between user involvement and system success. Information and Software Technology, 58, 148– 169. https://doi.org/10.1016/j.infsof.2014.06.011.
Batini, C., Cappiello, C., Francalanci, C., & Maurino, A. (2009). Methodologies for data quality assessment and improvement. ACM Computing Surveys, 41(3), 1–52. https:// doi.org/10.1145/1541880.1541883.
Chang, S. (2020). Raciolinguistic ideology in first-year university (non)heritage Chinese classes. Language Learning in Higher Education, 10(2), 491–509. https://doi.org/10.1515/cercles-2020-2031
Chappell, W., & Barnes, S. (2023). Stereotypes, language, and race: Spaniards’ perception of Latin American immigrants. Journal of Linguistic Geography, 1–15. https://doi.org/10.1017/jlg.2023.5
Chávez-Moreno, L. C. (2023). A Literature Review of Raciolinguistics in Dual-Language Bilingual Education: A Call for Conceptualizing Racialization. In The Handbook of Dual Language Bilingual Education (pp. 254–265). Taylor and Francis. https://doi.org/10.4324/9781003269076-20
Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. In Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (pp. 1–417). https://doi.org/10.21832/CUMMIN3580
Cushing, I. (2023). Raciolinguistic policy assemblages and white supremacy in teacher education. Curriculum Journal, 34(1), 43–61. https://doi.org/10.1002/curj.173
Cushing, I. (2024). Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy. Language and Education. https://doi.org/10.1080/09500782.2024.2308824
Cushing, I., & Snell, J. (2023). The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society, 52(3), 363–386. https://doi.org/10.1017/S0047404522000094
De Coninck, D., Ogan, C., & d’Haenens, L. (2020). Can ‘the Other’ ever become ‘One of Us’? Comparing Turkish and European attitudes toward refugees: A five-country study. International Communication Gazette, 1–32. https://doi.org/10.1177/1748048519895376
Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4), 195–211. https://doi.org/10.3200/JOER.99.4.195-211
Emerick, M.R., LeMaster, P.E. A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices. Lang Policy (2024). https://doi.org/10.1007/s10993-024-09688-5
Fallas-Escobar, C., & Pentón Herrera, L. J. (2022). Examining raciolinguistic struggles in institutional settings: A duoethnography. Linguistics and Education, 67, 101012. https://doi.org/10.1016/j.linged.2022.101012
Flores, N., Lewis, M. C., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language and Communication, 62, 15–25. https://doi.org/10.1016/j.langcom.2018.06.002
Flores, N., & Rosa, J. (2015). Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education. In Harvard Educational Review (Vol. 85, Issue 2).
Holliday, N. R., & Squires, L. (2021). Sociolinguistic labor, linguistic climate, and race (ism) on campus: Black college students’ experiences with language at predominantly white institutions. Journal of Sociolinguistics, 25(3), 418-437.
Groff, C., Hollington, Andrea., Hurst-Harosh, Ellen., Nassenstein, Nico., Nortier, Jacomine., Pasch, H. (Helma), & Yannuar, N. (2022). Global Perspectives on Youth Language Practices (Volume 119, Vol. 119).
Hughes, R. (2023). Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
Kubota, R. (2023). Racialised teaching of English in Asian contexts: introduction. Language, Culture and Curriculum, 36(1), 1–6. https://doi.org/10.1080/07908318.2022.2048000
(Language, Education and Diversity_ 3) Jeff Bale_ Shakina Rajendram_ Katie Brubacher_ Mama Adobea Nii Owoo_ Jennifer Burton_ Wales Wong - Centering Multilingual Learners and Countering Raciolinguistic.pdf. (n.d.).
Lee, A. Y. (2022). “Free License to Communicate”: Licensing Black Language against white supremacist language assessments in a PreK classroom. Research in the Teaching of English, 57(2), 133-155. https://doi.org/10.58680/rte202232152
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