In the current political climate, in which we witness a steady rise in xenophobia and increasing backlash towards immigrants and other non-native speakers of English, advocacy in English language teaching and learning is more needed than ever. This timely and relevant volume on TESOL advocacy aims to serve as a foundational text on the ways advocacy in English language teaching can be put into practice.
As English language teachers (either ESL or EFL), we often find ourselves in situations in which we need to advocate, for our students, ourselves, or our profession. We need to advocate for English learners (ELs) because they tend to underperform their non-EL peers in ESL contexts (National Center for Education Statistics, 2011), are often marginalized in their schools and communities (Orfield, 2001; Orfield and Lee, 2006), and are likely to be have teachers who are unprepared to teach them (Ballantyne, Sanderman, and Levy, 2008). As English language teachers, we need to advocate for ourselves as we, too, are often marginalized in schools, seen as aides and not taken as seriously (Harper & de Jong, 2009). And if we are non-native speakers, we may struggle to find work and respect (Braine, 1999). We also need to advocate for our profession, for increased funding and respect for the field of English language education and policies which support our goals (such as at TESOL Advocacy Day, www.tesol.org/advance-the-field/advocacy-resources/…).
Previous literature which has examined how the advocate role impacts our work includes theoretical reasons advocacy is needed and ways to advocate (Forhan and Scheraga, 2000; Pawan and Craig, 2011; Pawan and Ortloff, 2011; Teemant and Giraldo, 2000), guidance in how to advocate in schools (Staehr Fenner, 2014), support for the advocacy role (Linville, 2015), and research on how to prepare teachers of ELs for advocacy (Athanases & de Oliveira, 2007, 2008; de Oliveira & Athanases, 2007; Whiting, 2016). In this edited volume, we propose to collect evidence of and explore ways ESL/EFL teachers are involved in advocacy. This volume aims to address the nexus of advocacy and English language teaching and learning, as well as the multi-dimensional role advocacy takes in practice with English language teachers and their students in different contexts and with different populations.
The audience for the book includes in-service and pre-service English language teachers, graduate students, teacher educators, and those working in English language program administration and public policy. We welcome either theoretical examinations of advocacy or explorations of advocacy in practice. Chapters may address advocacy in ESL and EFL contexts, in classrooms and schools, K-12 or adult and higher education, in families and communities, and/or in teacher education programs and professional organizations. We are also interested in advocacy as a mode of social justice. We envision the edited volume as ideal for use in teacher education programs preparing ESL/EFL teachers for advocacy or with in-service teacher professional development.
Heather Linville, University of Wisconsin, La Crosse
James Whiting, Plymouth State University, New Hampshire
Please send your proposals as a Word document via email by May 15, 2017 for review to:
Heather Linville: email@example.com
James Whiting: firstname.lastname@example.org
 Full citations available upon request.