Beyond the Literal: Microtransformations in a Secondary ESL Classroom

There has been little exploration regarding how Anglo teacher's interactions with Latina/o language learners influence student subjectivities. In this article the author attempts to use a theoretical tool from Critical Race Theory called ?microaggressions” and her theoretical construct ?microtransformations” to explore how a teacher's linguistic engagements with Latina/o language learning students can create and disrupt particular racialized student subjectivities.