Over the past thirty years U.S. schools have been quietly resegregating. This dissertation study examines the function of language in racially shifting schools. Grounded in sociolinguistic and critical studies, this work draws on two cases studies to empirically explore how high school English teachers and their students interact with the phenomenon of racial demographic shift in school. Existing literature has contributed to an understanding of the complex nature of these shifts. However, much of the offered research has focused on policy and quantitative outcomes. This study seeks to add to and expand upon the body of knowledge on race shifts in U.S. schools by highlighting the narratives of English teachers and students - and providing insights into the language and practice of these primary school stakeholders. This study addresses the following research questions: What interactions, if any, have English teachers and students had with this process of school racial demographic shifts? How, if at all, have these interactions manifested themselves during school discourse, and with what effects? How, if at all, do the critically literate practices of English teachers map onto discourse in racially shifting schools? I explain that the identities of students and teachers, everyday school happenings and teacher pedagogy inform the holistic narrative of racial shift in a school. This narrative shapes the way that teachers and students experience school. I also explore how critically literate practices in English classrooms inform this narrative. Pedagogy grounded in critical literacy does not have a direct positive effect on the evolving story of race change in a school. Next, I delve into the "we love diversity" ethos espoused by all of the study participants. This ethos is in constant tension with the troubling story about incoming diverse populations of students and their families at each school. Through the employment of an analysis framework underpinned by sociolinguistic and critical traditions, distinct language features became apparent amongst and between English teachers and students. A framework for silent dialogue about race and traits of change discourse emerged.Finally, the data in this study coalesce to suggest that the narratives and discourse associated with racial demographic shifts in a school directly impact the in school experiences of students. Pedagogy in English classrooms can influence both the narrative about race shifts in school and discourse among school stakeholders. Ultimately, this dissertation suggests that close attention to and deliberation in language and teaching practice is essential in racially shifting schools. Teachers and students have the power to impact language and narrative formation to create a positive and affirming learning environment for the entire school community.
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