Applying Critical Race Theory to English Language Learners

In applying CRT to the educational approach to E.L. students, it compels educational justice leaders to address the continued use of whiteness as a form of property, which entitles white members (white students) of society advantages that non-whites are not afforded. In the case of E.L students, whiteness as a property includes: rights to use and enjoyment; reputation and property; and the absolute right to exclude.
1) The rights to use and enjoyment allows whites students the use of school property such as the elective instruction offered on campus (computers, foreign language class, home-arts, etc.) At my school, while the mainstream students are enrolled in an elective class where they benefit from enrichment classes that teach them a skill or trade the E.L students (like many minorities: African Americans are in English or Math "support" classes and special ed are in study skills classes) are receiving an additional hour of English. 2) The right to reputation and status property is demonstrated by the negative connotation associated with "E.L." classes. When referring to a student who is learning English I often here teachers says, "He’s an E.L. student" as though he/she is flawed or diseased. 3) The absolute right to exclude is demonstrated with the institution of gifted and honors classes, which completed excludes Spanish speaking student who would otherwise be classified as gifted or talented. Due to the nature of selection and criteria for the gifted students, E.L. students are completely excluded from qualifying for such classes. If a Spanish-speaking student wants to gain entry into a class intended to enrich advance learners he/she must first master the English language in such a way that overcomes the cultural biases in the standardized and gain support from staff just to be considered.

I think this theory is fascinating and beneficial for everyone in our cohort, especially students who did not pay this chapter much attention.

The critical race theory is particularly attractive to me as it identifies the missing link I have felt in the education and economic realm of the world. Although I have gain entry into many areas of society I did not think possible there is one arena that I remain on the outside, acceptance, and this theory speaks volumes to my experience. It also illustrates the need for the voice of the minority. In the text, Delpit is cited for a quote of a student who expressed in her experience of addressing Black issues in an academic setting. The student recalled feeling like giving up because she is constantly silenced. I can testify to that experience. In the early weeks of the 602 course shared the sentiments Delpit’s student as I wanted and have, to some degree, began to withdraw from conversations about race because I am tired of being disregard, silenced and dismissed by colleagues and faculty. It seems that as soon as my hand goes up to reply to a comment the instructor and students are ready to move on to the next comment. When I do make my remarks there seems to be a great deal of opposition or cross talk giving me the impression that what I am saying is either invalid or unimportant. As I started to withdraw this quarter, I was encouraged to “suck it up” and have “thicker skin”, but it remains an exhaustive task to contend with the majority especially when having a personal life experience that is differs from the text, which is typically not a minority. As Ladson-Billings and Tate, and consistent with my view, educators today, even in this doctoral program, have come to see truth as only existing through the eyes of some theorists or scholars who very likely have spent little, if any, time with the individuals/communities whom he attempts to theorize.