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ERIC Number: EJ1236485
Record Type: Journal
Publication Date: 2019-Dec
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1949-3533
EISSN: N/A
From Comfort Zone to Challenge: Toward a Dynamic Model of English Language Teacher Advocacy in Secondary Education
Shapiro, Shawna; Ehtesham-Cating, Miriam
TESOL Journal, v10 n4 e488 Dec 2019
A growing body of educational research in TESOL has looked at the many roles that English language teachers serve within their institutions, including the prominent role of nurturer/caretaker (e.g., de Guerrero & Villamil, 2000; Farrell, 2011; Fritzen, 2011). Yet very little research has considered how the role of the EL teacher changes--or should change--over a student's educational trajectory. In this essay, we draw on conversations with secondary students and teachers to highlight the importance of a multifaceted, dynamic conception of EL teacher roles, particularly regarding their advocacy work with and for students. We emphasize three themes that are central to this conception of advocacy: aspiration, collaboration, and transparency. We conclude by discussing how this conception of advocacy as "ethical care" (Hos, 2014) plays out during intake, advising, curriculum development, and other pedagogical decision making.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A