Effective Advocacy for English Language Learners

The present capstone project explores the role of English as a New Language (ENL) teachers as advocates for English Language Learners (ELLs) within the context of K-12 schools. As the population of ELLs grows within the United States, ENL teachers are especially positioned as experts and changemakers to notice issues encountered by ELLs and to find solutions to those problems, improving their educational and life outcomes. However, ENL teachers face barriers to this work, including lack of support from colleagues or administrators, xenophobic or discriminatory attitudes from various stakeholders, and misunderstandings about effective advocacy work, among others. A professional development product and accompanying tools were developed to increase ENL teachers’ confidence regarding advocacy and provide practical strategies for advocating within their schools. Such strategies include implementing culturally responsive teaching practices, finding a network of collaborative support, being informed on state and national legislation regarding ELLs, and using the Harvard Implicit Bias Test with colleagues to confront negative and deficit-oriented perspectives about these learners. Finally, an advocacy checklist is presented to assist ENL teachers to create informed, effective, and reflective plans each time they engage in advocacy work.

Grantor dc:publisher

SUNY Brockport, Department of Education and Human Development

Year dc:date.issued

2022

Author dc:creator

• Wolf, James Francis

Advisor dc:contributor.advisor

• Altalouli, Mahmoud

Language dc:language.iso

N/A

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/7857

OAI record oai:identifier

https://soar.suny.edu/oai/request/?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Asoar.suny.edu%3A20.500.12648%2F7857