Racialized Research Identities in ESL/EFL Research

Abstract

There has been increasing recognition of the need to pursue critical research in the fields of ESL/EFL; however, the role that race plays in our research practices has not been frequently discussed. In-depth explorations of how a racialized identity shapes (and is shaped within) complex interactions between the researcher and researched can uncover the ways that race affects all aspects of our investigations, from collecting data to reporting. This article presents personal narratives of two ESL/EFL researchers, White and Asian, who critically reflect on the implications of racialized identities in conducting their respective studies. Both authors' accounts share a common theme of tensions around researcher positionality, locatability, (self-)reflexivity, and how best to represent those we are researching and writing about. However, while the first author brings to the fore the complexities of race and racism in ESL/EFL research through her narrative of studying “the other,” the second author attempts to further complexify these issues by highlighting the distinctly unique tensions which arise when a researcher of color attempts to study “her own kind.” The report will thus contribute to an enhanced understanding of the intersections of postcolonial identities, race, and critical research methodologies and ideologies in the TESOL field.