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ERIC Number: EJ1298815
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1931-3152
Exploring an Elementary ESL Teacher's Emotions and Advocacy Identity
Maddamsetti, Jihea
International Multilingual Research Journal, v15 n3 p235-252 2021
Scholars, activists, and communities strive for educational equity and justice for emergent bilinguals. The pursuit of advocacy, however, is often fraught with emotional tension, leading many teachers to question their identities as advocates. Relatively few studies have focused on language teachers of color, and on how they navigate their emotions as they construct their identity as advocates -- even though teachers of color are disproportionately called upon to act as advocates. By drawing attention to discursive and emotional aspects of identity positionings related to raciolinguistic ideologies, this study shows how one Latinx teacher's emotions shaped her identity as an advocate in support of emergent bilinguals. The participant, an experienced elementary ESL teacher, constructed her identity as an advocate in her striving to address issues of equity and social justice during a period of shifting language policy in Massachusetts. The analysis reveals that she variously adopted, appropriated, or resisted normative discourses around advocating for emergent bilinguals and power relations over her career, and over the changing education policy context. This study is a step toward giving minoritized language teachers greater institutional support in their pursuit of advocacy work, by focusing on their emotions and identities.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts