Beyond Multilingualism: Raciolinguistic Ideologies in Classroom Interaction in Superdiverse Higher Education

This study examines how raciolinguistic ideologies are enacted through classroom interaction in a superdiverse higher education context where English functions as a shared medium of communication. Drawing on approximately 12 h of video‐recorded classroom data, stimulated recall interviews with instructors, and classroom artefacts, the study adopts a qualitative, interaction‐focused approach to analyze how teachers evaluate and position students’ linguistic resources in real time. The analysis shows that routine pedagogical practices, including correction, participation management, and pronunciation‐focused feedback, function as key sites for the production and normalization of linguistic hierarchies. Correction frequently prioritized standardized forms even when communication was not disrupted, while participation patterns revealed unequal uptake and expansion of student contributions. In addition, accent functioned as an index of legitimacy, with some forms of speech treated as less hearable despite being intelligible. By linking interactional data with teachers’ retrospective accounts, the study shows how these practices are often justified in pedagogical terms while reproducing broader ideologies of standardization and linguistic legitimacy. The findings contribute to applied linguistics by providing micro‐level evidence of how language ideologies are enacted in everyday classroom practice and how linguistic inequality is produced through routine pedagogical processes in multilingual educational settings.