“Just make them feel welcomed”: examining newcomer ESL students’ intersectional racism in Canadian schools

Abstract

This study examines the role of multilingual and multimodal literacy engagement in supporting the integration of newcomer students, emphasizing digital technologies and diverse multimodal texts. Utilizing a workshop methodology, the interactive and participatory research process empowered participants to use their home language, culture, and religion to influence their English language learning and social integration while contributing their perspectives to help shape the study’s discussions and outcomes. These newcomer and racially diverse students effectively (re)negotiated their linguistic, cultural, racial, and religious identities as it explored participants’ experiences and delved into conversations around how racialization is constructed and understood among stakeholders, focusing on students’ lived experiences of marginalization, identity construction, negotiation, and resistance, and suggesting potential avenues for change. The study identified challenges such as linguistic and cultural barriers to social integration and discrimination based on stereotypes and misconceptions regarding racial and religious identities and affiliation. It also unraveled the complexities posed by cultural disparities, particularly those involving religious practices, dress, and belief systems. These insights underscore the need for more inclusive school environments that acknowledge diversity, promote racial and religious tolerance, and address the intersectional challenges faced by racialized newcomer students. Respecting boundaries, fostering cultural understanding, and creating an environment that embraces differences are crucial steps toward mitigating intersectional racism experienced by newcomer ESL students.