Building on the 2009 volume, Race, Culture, and Identities in Second Language Education, this book reflects the expansion in research since its publication and offers a wider breadth of perspectives on the complex theoretical terrain of race, racism, and antiracism in language education.

Building on the pioneering 2009 volume, Race, Culture, and Identities in Second Language Education, this book reflects the significant expansion in the research since its publication and offers a wider breadth of perspectives on the complex theoretical terrain of race, racism, and antiracism in language education.

Contributors to this book apply a range of conceptual and methodological lenses to teaching diverse world languages. Underscoring the interconnectedness of race and colonialism, world language education, and intersectional ideologies, this book offers a forum for engaged dialogues among teachers, teacher educators, teacher candidates, graduate and advanced undergraduate students, curriculum developers, policymakers, and educational researchers in a wide range of disciplines, including language education. In covering important theoretical frames and constructs—including raciolinguistic and anti-oppressive pedagogies, decoloniality, neoliberalism, and reverse linguistic stereotyping—this book breaks from the Global North norms in applied linguistics and language instruction.

An essential text in TESOL and world language education, this volume weaves meaningful connections among language education, language-in-education policy, and research.