Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Neo-national ideologies are often associated with despots and political extremists. Yet, we argue that neo-nationalist discourses also manifest in everyday TESOL classroom interactions. In English-dominant contexts, teachers send potent messages about who does or not “belong” classrooms, largely based on racialized notions of English proficiency. These dynamics create a microcosm where students apprenticed into linguistic normativity anti-immigrant sentiments, ultimately sustaining future generations rhetoric. light these dynamics, believe can play key role disrupting normative, monolingual language but they feel underprepared to do so. this brief research report, present findings from our ongoing examination licensure endorsement candidates responding deficit-oriented microaggressions multilingual learners simulated environment. Our results suggest teacher have the desire promote asset-based orientations around multilingualism, unable so real time. important implications for education underutilized potential too easily turn ideologies.