Disrupting Deficit Discourse Through Advocacy Simulations in Second-Language Writing

• In Event: Advocacy, Equity, and Language Learning

Abstract

Second language specialists often advocate for multilingual learners (MLs), particularly around colleagues with deficit views of MLs’ writing. However, little is known about how these advocacy interactions actually occur, even though they have major implications for how MLs are positioned and assessed in classrooms. To document advocacy-related discourse in real time, our study explores an innovative virtual simulation approach in which participants discuss ML writing samples with a teacher-colleague (in the form of an avatar) who is extremely focused on “errors” and maintains deficit views of ML student work. Using discourse analysis focused on specific persuasive moves, we documented how 40 ESL endorsement candidates engaged with this simulation and leveraged (or not) critical language awareness in their advocacy efforts.

Authors

• Will Fox, University of Virginia
  Non-Presenting Author

• Chris K. Chang-Bacon, University of Virginia
  Presenting Author