The discourse of ESL advocacy in a simulated environment

Fox, W.F.; Salerno, April S.

doi:10.1016/j.linged.2021.100928

Cited by 6 publications

(1 citation statement)

References 15 publications

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“…As part of their coursework, after reading and discussing materials about how to advocate for emergent bilingual students (e.g., Linville & Whiting, 2019; Staehr Fenner, 2013), students completed a simulation assignment. Salerno and a graduate student designed the simulation (see Fox & Salerno, 2021) to reflect a common experience of many TESOL professionals—advocating for students to a colleague who is having difficulty teaching an emergent bilingual student.…”

Section: Methodsmentioning

confidence: 99%

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Chang‐Bacon

Salerno

2023

TESOL Quarterly

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Neo‐national ideologies are often associated with despots and political extremists. Yet, we argue that neo‐nationalist discourses also manifest in everyday TESOL classroom interactions. In English‐dominant contexts, teachers send potent messages about who does or does not “belong” in classrooms, largely based on racialized notions of English proficiency. These dynamics create a classroom microcosm where students are apprenticed into linguistic normativity and anti‐immigrant sentiments, ultimately sustaining future generations of neo‐nationalist rhetoric. In light of these dynamics, we believe that teachers can play a key role in disrupting normative, monolingual language ideologies in classrooms, but that they often feel underprepared to do so. In this brief research report, we present findings from our ongoing examination of TESOL licensure endorsement candidates responding to deficit‐oriented microaggressions about multilingual learners in a simulated environment. Our results suggest teacher candidates have the desire to promote asset‐based orientations around multilingualism, but are often unable to do so in real time. These findings have important implications for teacher education and the underutilized potential of teachers for disrupting deficit‐oriented monolingual discourses that too easily turn into neo‐nationalist ideologies.

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Section: Methodsmentioning

confidence: 99%

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Chang‐Bacon

Salerno

2023

TESOL Quarterly

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Advocacy‐oriented language teacher educator identity as ethical self‐formation: A polyvocal exploration

Warren,

Ward,

Çermikli Ayvaz

et al. 2024

TESOL Journal

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Language teacher educators’ identity is a significant contributor to pedagogical and professional choices they make in their work. Utilizing Foucault's notion of ethico‐political self‐formation as adapted by Clarke (2009), the researchers explored the identities of six advocacy‐oriented language teacher educators (LTEs) working in the United States. In their polyvocal exploration, they focus on the ethical substance, authority sources, and self‐practices that contribute to the formation of advocacy‐oriented professional identities. Analysis revealed interactions between prior experiences, relationships, key theories, and self‐practices of reflection as formative to identities as advocacy‐oriented LTEs. The researchers discuss their findings in light of the relationship of identity formation to pedagogy and what collaborative self‐reflection reveals about the formation of an advocacy‐oriented LTE identity. The findings contribute to our developing understanding of advocacy within the context of language teaching and language teacher education.

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Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education

Fox

Chang‐Bacon

2023

Journal of Second Language Writing

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The discourse of ESL advocacy in a simulated environment

Cited by 6 publications

References 15 publications

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Advocacy‐oriented language teacher educator identity as ethical self‐formation: A polyvocal exploration

Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education

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