TY - JOUR
T1 - The Development of Collaborative Advocacy
T2 - Dialogic Engagements Over Time and Texts
AU - Michener, Catherine J.
AU - Suh, Sora
N1 - Publisher Copyright:
© 2022 American Association of Colleges for Teacher Education.
PY - 2023/9/1
Y1 - 2023/9/1
N2 - This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.
AB - This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students.
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U2 - 10.1177/00224871221142845
DO - 10.1177/00224871221142845
M3 - Article
AN - SCOPUS:85145389112
SN - 0022-4871
VL - 74
SP - 398
EP - 412
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 4
ER -