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June 20, 2026Modern Language JournalOpen Access

“As if I Had a Part‐Time Job… to Teach the White Kids”: Racialized Labor and the Extractivism of Linguistic Capital in World Language Education

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Authors

RERima ElabdaliKnoxville College

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Overview

This article explores how structural inequities affect mixed heritage and L2 students in language education, highlighting extractive dynamics.

Key Points

  • The study aims to examine the inequities in world language education, particularly how linguistic knowledge is exploited from HL students.
  • Conducted semi-structured interviews with four HL students and three L2 students in a university Arabic course.
  • Incorporated classroom observations to contextualize the interviews.
  • Analyzed the role of structural forces and educational practices in shaping language education dynamics.
  • HL students experience linguistic capital extraction while supporting L2 peers' learning.
  • Identified a raciolinguistic ceiling effect, limiting HL students' language proficiency advancement.
  • The study highlights how racialized labor roles are assigned to HL students in educational settings.

Cite This Study

Rima Elabdali (2026) studied this question.

synapsesocial.com/papers/6a363224db0793dc1a538dd9https://doi.org/10.1111/modl.70078
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  1. 1Beyond Multilingualism: Raciolinguistic Ideologies in Classroom Interaction in Superdiverse Higher Education2026
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  3. 3Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today2025
  4. 4Constant scrutiny, vigilance, and self-talk: The burdens of linguistic racism for international students at a predominantly white institution2026 · 1 citations
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