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Teacher Advocacy and Social Justice With English Language Learners
Sun, April 15, 12:25 to 1:55pm, Fairmont Waterfront, Floor: Concourse Level, MalaspinaSession Submission Type: Paper Session
Abstract
In this session innovative and unique approaches to preparing preservice and in-service teachers for actively working with, and advocating for, ELLS and diverse students are explored. Presentations include a review of literature on social justice in teacher education; an examination of educational psychology courses and ways to prepare preservice teachers for social justice work; innovative approaches to professional development that result in the long term improvement of ELLS’s learning ; ways to link social justice for Christian pre-service teachers; ways to change school cultures to meet the needs of ELLS; and ways to create authentic spaces for teacher advocacy for ELLS.
Sub Unit
Chair
Papers
Bridging the Divide: Stepping Out With Teachers to Enact Culturally Responsive Pedagogies - Corliss Brown, University of North Carolina - Chapel Hill; Jocelyn A. Glazier, University of North Carolina - Chapel Hill; Scott Morrison, University of North Carolina
Constructing Conversations Across Social Justice and Christianity - Sarah Bridges-Rhoads, Georgia State University
Methodological Review of the Literature on Teacher Education for Social Justice - Emilie N. Reagan, Teachers College, Columbia University
Preparing Teacher Candidates to Educate English Language Learners: “A Free Ticket”? - Shannon Mary Daniel, Vanderbilt University - Peabody College
Teaching to Close the Opportunity Gap: Four Educators’ Actions to Promote Equity - Jenifer Crawford, University of Southern California; Paula M. Carbone, University of Southern California
The Imperative of Care: ESL (English as a Second Language) Teacher Negotiations Toward Advocacy and Equity - Michael C. Dominguez, University of Colorado - Boulder; Michael F. Suarez, University of Colorado - Boulder
¡Listo! Proven Practices for Teacher Educators, Preservice Teachers, and Their English Learners - Carole L. Walker, Texas A&M University - Commerce; Martha M. Foote, Texas A&M University-Commerce; Laura Chris Green, Texas A&M University - Commerce; Cathy K. Zeek, Lasell College; Cindy Shuman, Kansas State University