Table of Contents
Author: Sedef Smith, Ph. D., TexTESOL IV Board of Director – Advocacy Representative; Assistant Professor, Lamar University
Author: Cameron Allen, The SEED Adult and Family Learning Community
Teaser: Advocacy has been reduced by the specific actions and titles of few in the teaching community to mean one thing. Advocacy can mean acting on behalf of an idea, which implicates all educational professionals in the act of advocacy. Our embrace of that empowers us all to be self-aware advocates in the educational space.
Author: James Whiting, Plymouth State University
Teaser: How can graduate TESOL programs train teachers to be effective advocates for ELLs, ELLs’ families, and their field? This paper examines how one graduate TESOL program answers this question. The paper argues that advocacy training should be an important component of all graduate TESOL programs.
Author: Heather Linville, University of Wisconsin, La Crosse
Teaser: In this article, a teacher educator outlines a step-by-step process to prepare ESL teacher candidates to advocate for ELLs. Including a useful definition of advocacy and suggestions for advocacy actions, the author herself advocates for addressing both the disposition to advocate and the skills of advocacy in pre-service teacher education programs.
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Author: Jamie Harrison, Auburn University
Teaser: This article details the emergent design of an Advocacy for ELLs course for graduate level TESOL coursework. Rooted in constructivist theory, students participate in developing an advocacy platform and call to action based on community need and situational factors. The course is designed around actually taking action for advocacy, not merely talking about it. Thus, students work in groups to develop an advocacy project that will be delivered to a chosen audience. Description of these projects and related pedagogy will be discussed. A sample course schedule is provided.
Author: Sean H. Toland, Ritsumeikan University
Author: Christopher Pond, Ritsumeikan University
Teaser: Studying songs and videos can be an excellent springboard to get English language learners to not only sharpen their critical thinking abilities, but also encourage them to challenge the status quo by advocating important social causes. In addition, incorporating music into an ESL/EFL lesson can ignite the students’ motivational fires as well as enhance the language learning process. The lesson plan below draws on the popularity of music to engage students in a collaborative writing task. It interweaves important communicative elements and critical thinking skills into an enjoyable activity that educators can utilize across a wide range of instructional contexts.
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