The Positioning of Black ESL Teachers in the United States: Teacher Perspectives

Abstract

This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers’ perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity.