Professional Update

September 2017 Social Responsibility Interest Section Newsletter: Identity, Inclusion and Advocacy

This post is an overview of my second issue as co-editor of TESOLers for Social Responsibility, the newsletter for TESOL’s Social Responsibility interest section, which is online here.

For this issue, Anastasia Khawaja, my co-editor, and I chose to have a theme: Identity, Inclusion and Advocacy. I think this really resonated with people in SRIS, because the response we got was fantastic, and we were able to publish a full seven articles! We chose the theme for this issue based on the major issues raised by Seullee Talia Lee’s article, NNEST Issues are Not Only About NNESTs, which is a great piece about multicompetence and NNEST identity transformation, as well as the need for NESTs to step up in the movement for NNEST equality. Talia, who was part of my cohort at SIT, initially submitted her article for our first issue, but we decided to hang on to it and build an issues around its core themes, which I think turned out beautifully. We also had articles about integrating queer themes into an ESL class at a community college in the US, protecting children’s rights in Uganda, the way the Israeli occupation has shaped education for Palestinian students in East Jerusalem, and a detailed account of the laws and discourses surrounding undocumented students in the US. We had a special section featuring two reflections as well, one on TESOL’s Advocacy and Policy Summit from an attendee’s perspective and one on the parallels between diversity and inclusion initiatives and TESOL, by former TESOL president Andy Curtis.

From an editorial perspective, this issue was particularly interesting. We wound up having a lot of behind the scenes discussions, on everything from how to handle local/world Englishes, editing work by people we admire, and advocating for inclusivity behind the scenes, given the sensitive topics this issue touched on. It also lead to my first direct interaction with TESOL’s board, who were incredibly supportive and wonderful to work with. Based on my interactions with them regarding this issues that this issue brought up, I’m really proud to be a part of TESOL, and to have the leadership we do, and I think we established some important precedents for the organization.

Our next issue is themed around Social Justice in the Classroom, and will be coming out in December!

Professional Update

June 2017 Social Responsibility Interest Section Newsletter

My first issue as editor of TESOL’s Social Responsibility Interest Section Newsletter, TESOLers for Social Responsibility, was published today! You can check it out here.

I’m really proud of the work that my co-editor, Anasasia Khawaja, and I did to put this together. The SRIS newsletter hadn’t been published for a while, so we had to start from scratch to get it up and running again. It’s great being able to collaborate with other TESOLers doing important work, and I love that as an editor, I get to draw attention to areas that I think are important and build a conversation. This is particularly important during the current political climate, where many of us feel alone and helpless as we watch awful development after awful development come out of Washington. Anastasia and I remarked to each other several times about how powerful it was to be working on this, to feel like we’re contributing to the betterment of the world.

This issue has four articles, on text selection for diverse students, race and linguicism (my article!), creating inclusive classrooms for LGBTQIA students and a skype tutoring program for women in Afghanistan and Nepal. This is the post-convention issue, so all of the articles relate to the 2017 TESOL convention in Seattle. The first two are reflections, which use Sherman Alexie’s keynote and Shannon Tanghe’s session on linguicism as starting points to discuss larger issues. The second two are written by presenters, summarizing their own sessions. Overall, I think they cover a broad range of issues and really highlight the diversity within the interest section.

It was also really interesting to write my own article for the newsletter. It’s called Addressing Linguicism and its Racial Implications in the Age of Nationalism, and it covers my response to a session I attended called Addressing Linguicism: A Classroom Simulation Activity presented by Shannon Tanghe, last year’s TESOL Teacher of the Year. I think linguicism is an absolutely crucial issue, but it’s often overlooked in favor of other -isms, particularly those that people feel aren’t under people’s own control. While, yes, you can learn new languages, linguistic prejudice is often directed at people on the basis of their non-native status, which absolutely is not something under personal control. In addition, linguicism is often used as a more socially acceptable cover for racism. While Tanghe didn’t focus on the racial implications of linguicism, for me, they are absolutely central to how I think about both linguicism and race within TESOL. So my article describes her simulation activity and the ways it led me to reconsider my own teaching practice, as well as the connections between race- and language-based discrimination. I also offer some suggestions for both classroom teachers and teacher educators on incorporating activities that raise awareness of linguicism and its racial implications for their students. If you read it, I’d love to hear your thoughts, so feel free to email me or leave a comment here.

Next issue’s theme is Identity, Inclusion and Advocacy, so if you’ve got something to say on those issues, check out our call for submissions and get in touch! Submissions are due August 1, 2017.