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

Abstract

Advocacy for English learners (ELs) is a clear expectation of English to speakers of other languages (ESOL) teachers, yet we do not fully understand what ESOL teachers do as advocates or the factors that play a role in determining if and how they advocate. This article reports the results of a quantitative study that explored the “what” and “why” of advocacy actions of in‐service ESOL teachers. Survey data (n = 511) reveals two types of advocacy actions, instructional and political, with ESOL teachers more likely to carry out instructional advocacy. Knowledge of the TESOL teacher preparation standards, being in an advocacy‐supportive school environment, and having advocacy self‐efficacy predicted greater instructional and political advocacy actions. More years teaching, teaching in a middle or high school rather than an elementary school, and being racially diverse also predicted more political advocacy actions. Implications for TESOL teacher education programs include ensuring all teacher candidates understand the inclusion of advocacy in the TESOL teacher preparation standards, explicitly teaching advocacy skills, and highlighting the importance of collaboration to build relationships and supportive school climates. More research is needed to better understand the connections between social justice and advocacy dispositions.

English Learner Teacher Advocates: A Systematic Literature Review

“…Non-transformative advocacy occurs when inequities are not challenged at the school or beyond the school levels (Linville, 2020). This form of advocacy may take place within the micro level of social activity and at the meso level.…”

“…Teacher education programs should also instruct future teachers about the TESOL standards to increase the likelihood that they will advocate for students down the line (Linville, 2014(Linville, , 2020.…”

“In the Room Where It Happens:” Advocacy 101 for Literacy Leaders

“…As Linville (2020) states, "Advocacy for ELs is now an expected role of the ESOL teacher" (p. 1). Despite this call for advocacy from TESOL and ILA, a recent systematic review of ESL teacher advocates found that most teachers advocate on behalf of EL/ESOL students at the classroom and school levels and fewer are involved in political and policy advocacy that goes beyond the classroom (Linville, 2019(Linville, , 2020Norman & Eslami, 2022). This article seeks to provide all teachers with a model for political advocacy to ensure that state policies regarding EL/ESOL teacher preparation and student learning remain a consistent priority.…”

“…The most recent TESOL standards further call for EL/ESOL teachers to be agentive in advocating for their EL students. As Linville (2020) states, “Advocacy for ELs is now an expected role of the ESOL teacher” (p. 1). Despite this call for advocacy from TESOL and ILA, a recent systematic review of ESL teacher advocates found that most teachers advocate on behalf of EL/ESOL students at the classroom and school levels and fewer are involved in political and policy advocacy that goes beyond the classroom (Linville, 2019, 2020; Norman & Eslami, 2022).…”

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

“…Strong teacher preparation programs support teacher candidates in developing the knowledge, disposition, and pedagogical skills to effectively meet the needs of EBs in terms of language development and content acquisition (Coady et al, 2011;Torres et al, 2019). Effectively prepared teachers are also better positioned to serve as advocates for and with EBs and their families (Athanases & de Oliveira, 2008;Linville, 2020). Effective teacher preparation programs also challenge misunderstandings around multiculturalism and social justice in order to foster the critical consciousness necessary to teach in culturally and linguistically diverse settings (Castro, 2010).…”