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Towards Integrating Antiracism Into Teaching English As a Second Language Training Programs in Ontario

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Towards Integrating Antiracism Into Teaching English As a Second Language Training Programs in Ontario Towards Integrating Antiracism into Teaching English as a Second Language Training Programs in Ontario by Dulani Suraweera A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Ontario Institute for Studies in Education University of Toronto © Copyright by Dulani Suraweera 2020 Towards Integrating Antiracism into Teaching English as a Second Language Training Programs in Ontario Dulani Suraweera Doctor of Philosophy Department of Adult Education and Community Development, Ontario Institute for Studies in Education University of Toronto 2020 Abstract The adult English language education sector in Canada has gained momentum as a revenue-generating service ostensibly designed for new immigrants and international students. However, ESL teaching approaches and theories reproduce unequal power structures underpinned by settler-colonial mindsets that devalue and marginalize non-White and non-native speakers in the ESL/TESL sector. In this study, I argued that current ESL curricula, assessment, and classroom management procedures do not adopt antiracist pedagogies even though many ESL learner and ESL/TESL teacher populations in Canada are racially diverse. Although ample research looks at how ESL curricula and teaching and hiring practices exclude and devalue ESL learners and non-native speaker ESL teachers in Canada, not many critical studies have explored TESL training programs in the Canadian context. The twofold purpose of this study was therefore to: (a) investigate how three TESL Ontario accredited programs address race, racism, and antiracist praxis in their TESL curricula; and (b) explore how the experiences of TESL Ontario accredited ESL/TESL practitioners may inform the development of an antiracist TESL curriculum that addresses race and racism more effectively, explicitly, and practically. The qualitative inquiry comprised a content analysis of three TESL curricula, three focus group ii discussions with ESL teachers, and eight semi-structured interviews with TESL trainers, curriculum developers, and program coordinators. I used a theoretical framework derived from multiple theories and debates around the issues of race, class, gender, Whiteness/White power, postcoloniality, neoliberalism, culture, cultural difference, and treatment of culture to analyze my data. Study findings identified problems at practical and theoretical levels for ESL teachers, TESL trainers, and curriculum developers seeking to identify, analyze, and act upon perceived social exclusions related to racism. Through their experiences and analysis, I identified the challenges, strengths, and gaps of current TESL programs in addressing social exclusions, particularly racism. Finally, the pedagogical and theoretical suggestions put forward by ESL teachers, TESL trainers, program coordinators, and curriculum developers can help create an antiracist TESL curriculum that will be pragmatic and effective in explicitly addressing and minimizing existing power hierarchies associated with the process of learning and teaching English as a second language in multicultural Canada. iii Acknowledgments “Working hard overcomes a whole lot of other obstacles. You can have unbelievable intelligence, you can have connections, you can have opportunities fall out of the sky. But in the end, hard work is the true, enduring characteristic of successful people.” ― Marsha Evans Yes, I worked hard to see the light at end of the tunnel, spending more than six years of my life. I call it a collective effort because many people helped me in various ways during this long academic journey to realize my dream—our dream—and I am glad that I have finally arrived at the moment to thank them all. First and foremost, I thank my dear supervisor Prof. Shahrzad Mojab for being my guardian angel throughout this journey. First as an advisor, then as my supervisor, Shahrzad enlightened my path with critical questions, valuable advice, constructive feedback, encouraging words, and most of all, positive vibes. Her guidance helped me throughout the research and writing of this thesis. I could not have imagined having a better advisor and mentor for my PhD study. Besides my advisor, I would like to thank the rest of my thesis committee: It wouldn’t have been possible without Prof. Kiran Mirchandani either, for her prompt reply to my initial email in 2012 was the stepping stone to this journey. From that day onwards, she too was there for me, providing guidance through my proposal stage to the final draft. I thank Prof. Jeff Bale for his academic guidance and encouragement from the bottom of my heart, as well as the late Prof. Nick Elson—a beautiful human being who made this voyage possible for me; I am saddened that he is not here to see how my efforts have materialized at the end, which wouldn’t have happened without his continuous support and inspiration since the completion of my Masterʼs degree. My sincere thanks also goes to all the professors whose courses I took to fulfill my course work requirement. Their input incented me to widen my research from various perspectives. My deep appreciation goes out to the participants who agreed to spend their precious time to take part in this study. I couldn’t have done this without my loving and caring family. They lived every single minute of it, and without them, I would not have had the courage to embark on this journey in the first place. My husband, Chulla Makumbura, has always been very supportive not only in word but also in deed. He undertook a lot of maternal duties and responsibilities to make way for my academic undertakings like attending conferences and spending long hours and weekends at iv OISE. He was patient enough to put up with my anxiety tantrums when I was working hard to meet numerous deadlines. Kaveen and Deveen, my precious two sons, took up a lot of household chores to ease their mother from domestic burdens so that their mother could finish her PhD. They said that they are proud of having an educated mom. My mother, Kusuma, travelled all the way from Sri Lanka a few times to visit us knowing that her daughter was too busy with her studies, and I am glad that I could make one of her dreams come true (soon): being there at her second daughter’s doctoral graduation. I remember also my late father, Hemapala Suraweera, who made a lot of sacrifices to provide us with a quality education, and I am sure he would have been overjoyed to see that his second daughter completed a doctorate in a top Canadian university. My two sisters Ravini and Kisani, my parents-in-law Dharmadasa and Anula, and my brothers- and sisters-in-law have always been supportive throughout the crossing. I’ve just realized how lucky I am to have such a wonderful extended family. I cannot forget my friends and colleagues. My OISE friends Diane, Paula, Berivan, Bahar, Daneilla, Erick, Pushpa, Angelica, Christine, Vijay, Valerie, Suwimon, Anjali and many others: Although I got to know them later in life, I felt that we’ve known each other for ages as our similar world views and life interest brought us together. Special thanks goes out to Diane: Diane and I worked together for hours and hours at the lounge and in Room 283 on the 6th floor, OISE library, and in our offices passing many autumns, winters, springs, and summers away. Sharing in each other’s academic and non-academic interests and concerns, debating over controversial issues, challenging each otherʼs standpoints, policing social media use, and uttering encouraging words every time we were feeling down; how much we did! I treasure all the things we did, walking the same path together in the hopes of seeing the light at the end of the tunnel. My long-standing friends in Sri Lanka and Canada—Enoka, Suharshini, Shezana, Bihimini and Lilika—have always been there for me despite the distance and their hectic lives. The long conversations on personal, academic, and work-related issues helped relieve my stress enormously, and no one can do that but friends. My friends and colleagues at the University of Colombo, Sri Lanka especially Shivanee, Nalini, and Gunaruwan, are also remembered with gratitude. Last but not least, I’d like to thank Stephanie Samboo (Associate Dean, Sheridan College) and Violet Funk (ESL Professor, Sheridan College) for their constant collegial support and encouraging words during the completion of this important journey. Yes, we did it. Thank you and love you all! v Table of Contents Page Abstract ................................................................................................................. ii Acknowledgments ................................................................................................ iv List of Tables ........................................................................................................ ix List of Appendices ................................................................................................ x Chapter 1: Introduction ......................................................................................... 1 1.1 Background of the study ....................................................................... 2 1.2 Problem statement, rationale, and purpose ........................................... 3 1.3 Research design and context ................................................................ 5 1.4 Theoretical framework ......................................................................... 6 1.5 Findings ...............................................................................................
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