Advocacy for English Language Learners: The Role of the English-as-a-Second-Language Teacher

• In Event: Roundtable Session 20
  In Roundtable Session: Supporting Immigrant Learners Through Practice and Advocacy

Abstract

Advocacy is needed to improve educational opportunities and outcomes for ELLs in K-12 public schools. ESOL teachers are called to this advocacy role in the professional standards for initial teacher certification (TESOL/NCATE) and they are ideally situated to carry out this role. Yet very little research has sought to understand ESOL teachers’ beliefs and actions as advocates. The present research fills this gap by surveying a large number (n=482) of in-service ESOL teachers. Demographic, experiential, and contextual factors associated with advocacy actions are identified. Views on social justice and critical language awareness are further explored to improve this very important area of teacher education.

Author

• Heather Linville, University of Wisconsin - LaCrosse