A closer look at ESOL teacher advocacy: What we do and why

TESOL Journal ◽  
2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Heather A. Linville
Keyword(s):  
Teacher Advocacy

Promoting Teacher Advocacy as Critical Teacher Leadership

2021 ◽  
Author(s):  
Jill Bradley-Levine
Keyword(s):  
Teacher Leadership ◽  
Teacher Advocacy

Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden

2020 ◽  
Vol 8 (1) ◽  
pp. 107-126 ◽  
Author(s):  
Liv T. Dávila ◽  
Nihad Bunar
Keyword(s):  
Qualitative Research ◽  
School Districts ◽  
Educational Policy ◽  
Migrant Children ◽  
National Language ◽  
Teacher Agency ◽  
Migrant Students ◽  
Teacher Advocacy ◽  
Multilingual Classroom ◽  
Swedish School

AbstractThis article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual Swedish classrooms. Data showcase the complexity with which MCAs articulate their roles as advocates for their students in translanguaging spaces, and in relation to school, district, and national policies. This inquiry also uncovers the need to position the experiences of MCAs more centrally in educational policy to support alternative visions for inclusion of newly arrived migrant students in school. It concludes with insights regarding the multifaceted nature of teacher advocacy and its relevance to future scholarship on the education of newly arrived migrant children.

scholarly journals Language Guerrillas: Signing Multilingualism into Action

2021 ◽  
Vol 11 (10) ◽  
pp. 607
Author(s):  
Angela H. Häusler
Keyword(s):  
Critical Pedagogy ◽  
The United States ◽  
Positive Influence ◽  
University Campus ◽  
Stepping Stones ◽  
Language Teacher ◽  
Three Phase ◽  
Teacher Advocacy ◽  
Public Audience ◽  
Symbiotic Relation

This article opens an analytical window into the creation of multilingual guerrilla translations by participants in a preservice language teacher program at a public university in the United States. As an intervention responding to the prevalence of English monolingual signage on this highly diverse university campus, the college students invited a public audience into a joint critical interrogation of implicit institutional language policies, as their signage offered a necessarily incomplete and intentionally makeshift alternative to the official English displays. Inspired by the three-phase model of critical pedagogy, this grassroots endeavor embraced Freire’s notion of transformative praxis defined by the symbiotic relation of action and reflection. A closer examination of the scaffolding, which guided the planning and implementation, lends insight into activity design with the potential to nurture an activist aptitude among students. Comments from participants suggest that the conceptual stepping stones towards students’ collective critical engagement had a positive influence on their perception of language (teacher) advocacy and activism.

scholarly journals Five Vignettes: Stories of Teacher Advocacy and Parental Involvement

2015 ◽  
Author(s):  
Adrienne Goss
Keyword(s):  
Parental Involvement ◽  
Research Study ◽  
Change Agent ◽  
School Teacher ◽  
Real Life ◽  
School Personnel ◽  
Research Participant ◽  
Radical Change ◽  
Teacher Advocacy ◽  
Fictional Representations

Qualitative research can, and sometimes should, utilize fictional representations, particularly when attempting to connect to and collaborate with communities outside of the academy. This work utilizes an arts - informed methodology of representation to communicate the importance and potential consequences of teacher advocacy and parental involvement. Specifically, I use fiction as a mode of representing the interview data that my research participant and I generated. After analyzing the data using grounded theory methods, I chose to represent the data with five vignettes. Vignette 1 introduces the reader to Ms. Abeni, a public school teacher who is passionate about educating every child. Vignettes 2 - 4 illustrate challenges that Ms. Abeni faces in working with parents, students, and school personnel. The final vignette shows one of the consequences that Ms. Abeni faces for being such a radical change agent in her school. The vignettes are fictional representations of the real life of a teacher who I interviewed. I detail my process for creating the vignettes and offer justification for why the use of fiction is appropriate for this research study.

From comfort zone to challenge: Toward a dynamic model of English Language teacher advocacy in secondary education

TESOL Journal ◽  
2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Shawna Shapiro ◽  
Miriam Ehtesham‐Cating
Keyword(s):  
Secondary Education ◽  
Dynamic Model ◽  
English Language ◽  
Comfort Zone ◽  
Language Teacher ◽  
Teacher Advocacy

Teacher Advocacy in Bilingual Programs

2011 ◽  
Vol 34 (3) ◽  
pp. 248-262 ◽  
Author(s):  
Nancy E. Dubetz ◽  
Ester J. de Jong
Keyword(s):  
Bilingual Programs ◽  
Teacher Advocacy

Helping high-needs schools prioritize CS education through teacher advocacy & experiences

ACM Inroads ◽  
2015 ◽  
Vol 6 (3) ◽  
pp. 73-74 ◽  
Author(s):  
Joseph P. Wilson ◽  
Melissa Moritz
Keyword(s):  
Teacher Advocacy ◽  
High Needs Schools

scholarly journals Teacher Advocacy in the time of COVID-19: Rethinking Teacher Education Curriculums

2021 ◽  
Author(s):  
Karlin Burks ◽  
Nicole Austin ◽  
Kimberly Fitchett-Bazemore
Keyword(s):  
Teacher Education ◽  
Teacher Advocacy

ESL teacher advocacy beyond the classroom

2015 ◽  
Vol 49 ◽  
pp. 149-158 ◽  
Author(s):  
Mari Haneda ◽  
Mariko Alexander
Keyword(s):  
Teacher Advocacy
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