Abstract
Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.
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