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Many ESL educators and administrators are baffled by the notion
of advocacy and its role in and out of the academic environment because
they do not know how they can support students in this chaotic time
period. Immigration policies and the recently proposed budget released
by the U.S. president has caused turmoil in the field of education.
Within the TESOL profession, many are equipped with the tools necessary
to teach English and prepare their students for the rigor of academia;
however, numerous students throughout the country—particularly those at
my college, East Los Angeles College—are experiencing a growing amount
of fear due to the political uncertainty in the United States. Because
of this fear, there is a vital need to not only advocate for students
but also to empower them to become leaders for their families and their
communities. First, however, faculty and administrators must educate
themselves about advocacy. The TESOL Advocacy & Policy Summit,
which was held in Alexandria, Virginia, USA from 18–21 June 2017, was a
great first step toward becoming aware of policies that affect education
and the role of advocacy within the field of TESOL.
A great number of educators and administrators are passionate
about seeking ways to improve the delivery of their lessons or
developing new programs to ensure the success of students. In addition,
many are unaware of how their professional role has expanded throughout
the years. Some educators do not understand the relationship that exists
between their role as educators or administrators and their
responsibility to advocacy. Not only are they educators and
administrators, but they are also advocates for their learners. They
represent their students at curriculum development discussions or
district meetings, where they speak on their students’ behalves to
secure more educational opportunities for them.
During the summit, keynote speaker Dr. Diane Staehr Fenner, who
has written several books on advocacy, like Advocating for
English Learners: A Guide for Educators, had attendees discuss
the definition of the word advocacy and its role
within the profession of TESOL. During the course of this discussion,
audience members realized that there is a dire need to broaden the
definition of the TESOL profession to encompass the role of advocacy and
to develop new ways in which to integrate advocacy in educators’
lessons. With this awareness, attendees planned to share this knowledge
with others within their field and with their elected officials.
TESOL organizers David Cutler
and John Segota had sent out emails in the months prior to this summit
requesting all attendees to set up meetings with their senators and
representatives. For instance, I am from California, so I collaborated
with my TESOL state affiliate, CATESOL, and I attended CATESOL’s
scheduled meetings, which included Kamala Harris, Diane Feinstein, and
Nancy Pelosi. Because senators and representatives were voting at the
Capitol building, aides met with many of the attendees in their stead.
Meetings were generally scheduled between 10 and 15 minutes. In
preparation for these meetings, Cutler and Segota shared with attendees
the importance of structuring their time before their meetings, and they
asked them to think of two or three talking points that they wanted to
focus on in their pitch. In addition, attendees needed to interrelate
their points with their students’ personal stories; these narratives
needed to be memorable so that they would resonate with politicians and
aides and motivate them to make a change.
After spending two days with ESL teachers and administrators
from across the United States, attendees gathered with their organized
groups to march together on Capitol Hill. Attending these scheduled
meetings provided educators and administrators a meaningful, hands-on
experience to act as advocates on Capitol Hill. Attending this summit
empowered attendees with information that pertains to immigration
policies, such as the Bar Removal of Individuals Who Dream and Grow Our
Economy (BRIDGE) Act, which affects ESL students and their families who
are enrolled in K–12 education, adult education programs, or higher
education. The summit provided a platform for both educators and
administrators to advocate for the needs of students and to meet with
their local representatives in Congress or with their aides. It was a
great reminder for everyone present that they have a civic
responsibility, and it is their right and duty to share their message
with their elected officials so that those officials can promote the
notion of change.
Not only did this summit enable participants to become strong
leaders, but it also gave them the chance to reevaluate the ways in
which they can develop and implement advocacy-based activities that
empower students to become future advocates for their families and
become leaders in their communities.
Writing Assignments
Creating advocacy-related writing assignments is an effective
way for teachers to target both purposeful and meaningful critical
thinking and writing skills. Educators can have students write to their
local representatives to share their personal stories and explain what
their needs are. This would provide an opportunity for students to
understand the importance of making their voices heard and helping
others to gain the confidence to make theirs be heard as well. At the
summit, Dr. Ester de Jong, TESOL president, explained to attendees the
importance of being persistent when advocating in general. Having
students write to their local representatives at least once every
semester will create a consistent voice that politicians and their aides
will not forget. Instructors can help nurture and strengthen their
students’ voices by incorporating a writing activity like
this.
Campus Event and Leadership Activities
At East Los Angeles College, an ESL task force has been created
to plan and prepare for an International Student Festival, which will
be held in Spring 2018. Task force members are planning to have a panel
of ESL students share the challenges that they have experienced here in
the United States. Faculty, staff, administrators, local
representatives, and the community will be invited to hear students
share their stories, and they will educate audience members on how
everyone on and off campus can further assist them in achieving their
goals.
Activities like these incorporate both elements of advocacy and
skill sets relevant to language learning. Educators can continue to
have students focus on their educational goals while simultaneously
developing their leadership skills.
The need for advocacy is crucial, and educators and
administrators share a responsibility to enable our ELLs to become
independent learners and leaders. The summit was a great avenue for
learning more about the role of advocacy, and it provided a meaningful
opportunity to discuss with other educators from across the country and
to collaborate with them in educating those on Capitol Hill about the
needs, diversity, and equity of our English language learners. Educators
and administrators who are interested in advocating for English
language learners should attend this summit, for it brings awareness to
the gaps that exist within educational and immigration policies, and it
will ignite the passion to seek justice and equality for the needs of
students and their families. As a united group, faculty, administrators,
and students can help bring change just by actively participating in
their civic responsibility.
The TESOL Advocacy & Policy Summit is held
annually during the month of June. For more information regarding the
summit, please visit the TESOL
Advocacy & Policy Summit webpage.
This year, TESOL will also be offering a new 1-day program for advocates
who are interested in advancing their advocacy skills and capacity.
This workshop will be held once on 27 October 2017 and will be repeated
on 4 November 2017. For information about TESOL’s advocacy initiatives,
please visit the TESOL
Advocacy Resources
webpage.
Maria Betancourt is an assistant professor of ESL
at East Los Angeles College in Monterey Park, California. She teaches
credit ESL there. Professor Betancourt has had several opportunities to
present at many of professional conferences and considers these
opportunities to be helpful for her to strengthen her own pedagogy and
mentor novice instructors. |