English language education and acculturation research: Problematic historical parallels and the path ahead

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dc.contributor.authorSiebold, Connie
dc.date.accessioned2023-10-09T17:09:48Z
dc.date.available2023-10-09T17:09:48Z
dc.date.issued2023-07-20
dc.description.abstractMultilingual education and acculturation research share a parallel history of problematic research paradigms that center the majority viewpoint and view minorities through a lens of deficit. This continual pathology of cultural difference has led to the pathologization of minority individuals, and has hampered our efforts to effectively understand and educate in a nuanced and culturally sensitive manner. In our focus on quantifying stress and deficiency, we have failed to understand emic experiences of joy and agency that can better inform our teaching and research. This article asserts a model of research and teaching that prioritizes narrative reclamation, while developing the concept of acculturative joy as a lens of study.
dc.description.urihttps://doi.org/10.1002/tesj.743
dc.identifierhttps://doi.org/10.13016/dspace/roia-ae9y
dc.identifier.citationSiebold, C. (2023). English language education and acculturation research: Problematic historical parallels and the path ahead. TESOL Journal, 00, e743.
dc.identifier.urihttp://hdl.handle.net/1903/30887
dc.language.isoen_US
dc.publisherWiley
dc.relation.isAvailableAtCollege of Information Studiesen_us
dc.relation.isAvailableAtInformation Studiesen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.titleEnglish language education and acculturation research: Problematic historical parallels and the path ahead
dc.typeArticle
local.equitableAccessSubmissionNo

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