Exploring an Elementary ESL Teacher's Emotions and Advocacy Identity

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Perspectives on Advocating for Immigrant and Refugee Learners and Their Families

Abstract

By drawing attention to the emotionality in teacher identity positionings and adopting short story approach, this study extends notions of teacher advocacy in support of emergent bilinguals. This study examines how an experienced elementary ESL teacher constructed her identity as an advocate in her striving to address issues of equity and social justice in the education of emergent bilinguals during a period of shifting language policy in Massachusetts. The findings revealed the participant navigated amplified emotions and conflicting advocacy identity positionings across differing time, space, and power relations. This study points to the importance and limitations to both language teachers and teacher educators for using short story approach to explore emotions and construct advocacy identity in support of emergent bilinguals.

Author

• Jihea Maddamsetti, Old Dominion University