Through the interpretative qualitative lens of multimodal thematic and critical discourse analysis, the researcher explored the relationship among five, first-year English as a Second Language (ESL) teachers’ perspectives of, pedagogy for, and experiences with multilingual (ML) students by addressing the following research questions: First, what are the perspectives (beliefs, view, attitudes) of white, monolingual, first-year English as a second language (ESL) teachers of their multilingual (ML) students? Second, in what ways do white, monolingual, first-year ESL teachers’ perspectives about ML students relate to their pedagogy (instructional practices)? The findings from this instrumental case study research developed into a model of color-blind privilege consisting of the deficit perspectives of ML students, acceptance of segregated instructional practices for multilingual learners (MLL’s), and marginalizing dispositions to teach in high MLL populations. Future implications will be considered. This paper discusses the author’s research findings that may influence future studies in educator preparation program contexts.

Keywords: Color-blind racism, cultural competence, culturally responsive instruction, critical discourse analysis, critical race theory, multilingual learners, English language learners (ELL), ESL/ESOL, teacher perspectives.