‘I put myself in my parents’ shoes:’ Dignity and dehumanization in EAL Classrooms

Abstract: This case study account documents and analyses the teaching experiences of Steven (name has been changed) – a southeast Asian man who taught English as an Additional Language in a Western Canadian province. The theoretical framework draws from Anthias’ (2008) notion of intersectionality, which views identity and belonging as multifaceted and complex. Academic writings on language learning and identity as well as language learning policy are used to ground the personal narrative. This article critiques the prescribed nature of language learning courses used in the initial stages of settlement and integration. It offers suggestions to reshape language teaching practices and curricula for new immigrants and refugees to Canada. The conclusions drawn contribute to our understanding of the experiences of language teaching from a marginalized perspective.