ESL teacher advocacy beyond the classroom

Related Content
Author
Author
Haneda, Mari; Alexander, Mariko
Journal
Teaching and Teacher Education
Details
Resource Type
Journal
Acquisition Number
BE025992
Published Date
07-06-2016 3:54 PM
Published Year
2015
Number of Pages
10
Language(s)
Subscription Only
No
Abstract
Since parental engagement in children's schooling is known to improve their academic achievement, it is important to know what characterizes those teachers who provide relevant parental support. This study of 34 US elementary-school ESL teachers found that, while of those teachers who engaged in advocacy for and support of immigrant families, most were multilingual and could communicate with them, a small number of monolingual teachers also acted as advocates. What characterized these advocate teachers was intercultural competence (Byram, 1997), gained through substantial intercultural experiences. On this basis, suggestions are made for school organization and ESL teacher recruitment and preparation.
Topics
Professional Development
Preservice Teacher Preparation
Family and Community Involvement
English Learners
English Learners