![]() Existing research has demonstrated that whiteness is a homogenizing force, investing all white people in institutions and cultures that maintain white supremacy. Yet, there is still much deliberation about what whiteness is. have become increasingly common in recent years. Finally, we outline paths forward for research and practice: (1) recognizing the heterogeneity of language and thereby reducing linguistic racism, (2) implementing changes that promote racially affirming environments that reduce demands for self-protective code switching, and (3) adapting and creating scalable psychometric tools to measure linguistic choices and linguistic racism.Ĭonversations about whiteness in the U.S. We highlight potential consequences of linguistic racism for Black people and other people of color, including reduced opportunities for authentic self-presentation, increased emotional effort, and stress. Additionally, we posit that sustained appraisals of stereotype threat add cognitive load and reinforce self-protective code switching. We posit that stereotype threat arises in contexts where racism is salient, prompting scrutiny of others’ mental states (i.e., mentalizing) when making choices about linguistic self-presentation. We highlight mentalizing as an antecedent of code switching. Linguistic racism shapes the psychological antecedents of code switching and its consequences for Black people and other people of color. Based on the discussion, suggestions are made for second language teaching and learning practice. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. This article focuses on authenticity of second language identity which has been at issue.
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