ESOL teachers’ experiences in their role as advocate: Making the case for transitive advocacy

Abstract

This mixed‐methods study investigated ESOL teachers’ experiences in their role as advocate. Surveys were completed by 144 ESOL teachers located in the southeastern United States. Ten participants were selected from the pool of 144 to participate in semistructured interviews to explore their experiences in the advocate role. Results from this study indicate that ESOL teachers perceived their role to include a high degree of advocacy and felt effective as advocates, yet they also perceived implicit resistance to their advocacy work. Themes from interview data describe the role of advocacy as improving educational outcomes and enhancing life chances, supports and barriers, and working with others. The term transitive advocacy is introduced as a new dimension within the existing conceptual typologies of transformative versus nontransformative advocacy. Theoretical and pedagogical implications are addressed.

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

“…This research also supports the strong connection between a supportive school environment and teachers' instructional and political advocacy actions (Athanases & de Oliveira, 2008;Harrison & McIlwain, 2019;Trickett et al, 2012). Teacher education programs should stress the importance of relationship building in schools so teachers can develop the support network for EL advocacy in their schools they will need, and teach the "soft skills" and collaboration strategies ESOL teachers will need for this work (see Linville, 2019).…”

“…Pawan and Craig (2011) in particular note the "imbalance" in relationships between ESOL and non-ESOL teachers; general education teachers rarely initiated collaboration and saw ESOL teachers in the "service category" and not as equals (p. 307). Harrison and McIlwain (2019) similarly found the school culture can either implicitly or explicitly contain resistance to EL advocacy, and even cultural and societal norms can impede this work. Perceived professional risk can also limit teachers' advocacy actions, especially beyond the classroom.…”

“…Trickett et al created an ecological portrait of the teachers' work lives, noting the importance of the school context as teachers "both affect and [are] affected by broader school ecology" (p. 290). Harrison and McIlwain (2019) consider the ecology of advocacy as well and highlight how ESOL teachers must engage others in this work. They describe transitive advocacy, which "embodies actions involving other potential change agents with whom ESOL teachers work for the improvement of ELs' educational outcomes and life chances" (p. 14).…”

“…Athanases and de Oliveira (2008) and I (Linville, 2016) also found that more years teaching and teaching experiences beyond P-12 ESOL predict greater advocacy actions. Contextual variables, such as administrator support (Harrison & McIlwain, 2019), can also support ESOL teacher advocacy.…”

“…As Staehr Fenner (2014) states, advocacy "lies at the heart of teachers' expectations for ELs, their interactions with these students, and their ability to support their students' success through collaboration with colleagues, administrators, and the community as a whole" (p. 6). Harrison and McIlwain (2019) recently noted, "It is clear that the ESOL teacher's role should include advocacy actions, yet it is not clear exactly what these actions are nor how to prepare ESOL teachers for them" (p. 2). This study provides greater insight into what in-service pubic school ESOL teachers in the United States do as advocates for ELs and how different factors influence their actions as advocates.…”