Supporting in-service teachers of English learners and their development of an asset-based framework through community asset maps and oral histories in the United States

Russell, Felice Atesoglu; Richey, Amanda

doi:10.4324/9781315397702-10

Cited by 2 publications

(5 citation statements)

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“…As such, what communities possess, need, and want are illuminated for teachers as they consider their roles as advocate. Online programs that are able to build on praxis in support of advocacy for EL students, families and communities through multimodal literacy practices (Kist, 2005) have the potential to transform the way we engage our candidates in their learning and how they build connections with communities (Russell & Richey, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…That is, we wanted to see our candidates transform their pedagogy to include community engagement inside and outside the school walls, and we wanted to re-define, historicize, and challenge those "walls." Further, we wanted teachers to understand what it means to take an asset-based approach to teaching and build bridges with EL students, families, and communities through engagement with new literacy practices (see Russell & Richey, 2017).…”

Section: Data Sources and Analysismentioning

confidence: 99%

“…program utilized the theoretical framework and completed two major assignments as the foundation for their work as community-andschool advocates-the community asset map and the oral history project. These two major assignments allowed students to start to paint an asset-rich portrait of their school communities as they envisioned their roles as leaders and advocates for linguistically and culturally diverse learners and families (see Russell & Richey, 2017). We encouraged students to use the lens of appreciative inquiry (Cooperrider & Whitney, 2005) as it had the potential to shift their methodology from one of searching for deficits to one that allows for discovering strengths.…”

Section: Introductionmentioning

confidence: 99%

“…We know it is critical that students in a Master of Education (M.Ed.) in Teaching English to Speakers of Other Languages (TESOL) program have guidance and support as they develop a teaching practice that includes a focus on student, family, and community assets and strengths (Russell & Richey, 2017). Many teachers come to the profession unprepared to draw on the strengths and assets that culturally and linguistically diverse students bring to school (Elfers, Lucero, Stritikus, & Knapp, 2013;Gandara, Maxwell-Jolly, & Driscoll, 2005).…”

mentioning

confidence: 99%

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Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement

Russell

Richey

2020

Excelsior: Leadership in Teaching and Learning

Self Cite

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In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of school communities, critical understanding of the local/global issues that impact those communities, and ways to advocate for EL students and families that leverage strengths, assets, and knowledges. This research addresses the following questions: How does the Community Asset Inquiry model support our work as teacher educators committed to equity and social justice for EL students? How does the Community Asset Inquiry model support M.Ed. TESOL teacher candidates’ praxis in working with EL students within the context of family and community engagement? Implications for ESOL teacher education, in particular in online settings, and application of the Community Asset Inquiry model are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Data Sources and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement

Russell

Richey

2020

Excelsior: Leadership in Teaching and Learning

Self Cite

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“…These maps are powerful visual representations of a neighborhood’s resources and assets. The maps might show, for example, the locations of libraries, community centers, locally owned businesses and restaurants, parks, and other focal points and hubs of the community (Russell & Ritchey, 2017). Assignments such as these help bridge the school/family/community divide, thereby making teachers more knowledgeable about their students and their students’ families.…”

Section: Advocacy In Teacher Educationmentioning

confidence: 99%

Social justice through TESOL advocacy

Linville

Whiting

2020

TESOL Journal

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Advocacy is a key tool in the fight for social justice-educational, social, economic and political equality-within the field of TESOL. Current global political climates, including current activism in the United States for racial equality, have pushed social justice advocacy to the forefront for TESOL professionals. Increasingly, many in the profession ask how they can become successful advocates, enacting the change they wish to see in the world, especially as many English learners are racialized when they enter the United States (Bigelow, 2010). In the first half of this article, we define and describe a five-step process for advocacy, offering suggestions for TESOL professionals on how to become skilled, strategic, and effective advocates. In the second part of the article, we highlight ways for TESOL teacher education programs to effectively reposition and highlight advocacy in their curricula. Our goal is for TESOL professionals to be able to put social justice-infused advocacy for English learners 1 (ELs) into action. We see advocacy as a partnership between ELs, EL families, and TESOL professionals, all working toward a more just world for all.

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Supporting in-service teachers of English learners and their development of an asset-based framework through community asset maps and oral histories in the United States

Cited by 2 publications

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Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement

Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement

Social justice through TESOL advocacy

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