ESL-7600 v2

Ridley, J., & King, N. (2023). “I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program. TESOL Journal, 15(1). https://doi.org/10.1002/tesj.729
In this article, the authors examine how teachers in an ESL after-school program supported refugee and immigrant students and their families. They describe how they utilized a job-crafting framework in which teachers uniquely crafted their role by focusing on opportunities, connections, leadership, and resources, respectively, to meet the needs of their students.

Maddamsetti, J. (2021). Exploring an elementary ESL teacher’s emotions and advocacy identity. International Multilingual Research Journal, 15(3), 235–252. https://doi.org/10.1080/19313152.2021.1883792
This study highlights the overlooked experiences of language teachers of color, who are often expected to act as advocates despite limited institutional support. Focusing on one Latinx elementary ESL teacher in Massachusetts, the research explores how her emotions shaped her advocacy identity in response to shifting language policies. By examining how she navigated power relations and normative discourses, the study underscores the need for greater institutional support for minoritized language teachers in their advocacy efforts.

Chang-Bacon, C. K., Fox, W., Antelo, M. G., & Salerno, A. S. (2023). “Advocating for and with”?: Defining, simulating, and enacting advocacy for teacher education in multilingual/multicultural contexts. Teaching and Teacher Education, 134, 1–9. https://doi.org/10.1016/j.tate.2023.104325
Teachers are often expected to act as advocates, but little is known about how they develop advocacy skills. In this study, the researchers examined how 60 ESL endorsement candidates defined and enacted advocacy in a virtual simulation where they responded to a colleague’s deficit views on students. While participants initially saw advocacy as “speaking up,” many hesitated or avoided direct confrontation, highlighting the need for better support in training teachers to advocate effectively.

Suh, S. & Michener, C. (2024). Collaborative advocacy for multilingual learners: Developments from coursework into practice. TESOL Journal, 15(4). https://doi.org/10.1002/tesj.827
In this article, the authors examined how teachers collaboratively advocate for multilingual learners and their families. The study follows a cohort of educators from their English as a second language certification courses into their teaching practice, analyzing three years of discussions to understand the development of their community advocacy plans and stances. Through dialogic discourse analyses, the research highlights the importance of collaborative alliances among teachers in implementing effective advocacy strategies. The findings underscore the need for teacher preparation programs to emphasize collaborative advocacy to support ML students and their communities better.

Guzmán Antelo, M., Chang-Bacon, C. K., & Salerno, A. S. (2024). Developing teachers’ advocate identities through exploratory talk. Journal of Language, Identity, and Education, 1-15. https://doi.org/10.1080/15348458.2024.2365234
Preparing teachers to advocate for historically marginalized students is essential for equitable education, yet little is known about how they develop their advocacy skills. In this article, the authors describe a study in which they examined how ESL endorsement candidates collaboratively shape their “advocacy identity” through exploratory discussions after a simulated advocacy experience. Findings show that by sharing personal narratives and diverse knowledge, teachers refine their understanding of advocacy, highlighting the need for deeper engagement with advocacy in teacher education and professional development.

Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.523
In this article, the authors present restorative and community-building practices as a form of social justice for English learners, emphasizing the need to transform ESL classrooms into meditation, reflection, and healing spaces. The authors define restorative practices, explore their connection to social justice, and offer practical insights for teachers looking to implement them. They conclude with a sample restorative circle that educators can use to foster community and support English learners.

Colorín Colorado. (2017, May 31). Advocacy for ELLs: Facebook live event archive [Video]. YouTube. https://www.youtube.com/watch?v=XAckfKmNRbE
In this video the presenters discuss strategies to advocate for EL students. They offer practical ideas for advocating on behalf of EL students and provide suggestions for collaboration. Their goal is to encourage a shared sense of responsibility for English language learning with colleagues and administrators.

How educators can advocate for English language learners: All in. (2015). National Education Association. https://www.nea.org/sites/default/files/2020-07/ALL%20IN_%20NEA%20ELL_AdvocacyGuide2015_v7.pdf
Peruse this resource for ideas for your action project proposal for this week’s assignment.