While the importance of advocacy in TESOL has received greater attention in recent scholarship, less research has explored how English language teachers make meaning for their work as educators and advocates by acting within and beyond their official roles and responsibilities. This article explores how teachers in an after-school program…

In this position paper we present research and data demonstrating how pedagogical frameworks traditionally used in TESOL contexts can be harnessed by world language (WL) educators to scaffold language learning and advocate for emergent multilingual language learners (EMLLs). Focusing on three pedagogical frameworks--Sheltered Instruction…

Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could…

English as a Foreign Language (EFL) teaching holds significant importance in advancing the worldwide efforts towards promoting equity and justice in this transformative age. This study comprises a critical review of the equity and justice-oriented strategies (EJOS) implemented by EFL teachers within classrooms settings. By examining 20 studies…

Advocacy is widely expected of teachers working with multilingual learners (MLs) and is included in TESOL standards and teacher education scholarship. Recent research on language teacher advocacy demonstrates the importance and necessity of advocacy for MLs and their families. However, few studies document how teachers collaboratively advocate for…

Using Self Study in Teach Education (S-STEP), this research examined the ways in which my utilization of Linguistic Landscape (LL) as a pedagogical tool contributed to developing teacher candidates as future educators. In doing so, this study aims to highlight the use of LL as an effective pedagogical tool for developing Critical Multilingual…

The 2025 Central States Conference on the Teaching of Foreign Languages was held in Kansas City, Missouri on March 13-15. This year's theme, "Global Goals, Global Languages," highlighted the partnership of the United Nations' 17 Sustainable Development Goals (Global Goals) and language curricula. The Global Goals were created to address…

Latino families should be fully supported to accomplish their goals for the bilingual development and school success of their children. Unfortunately, they often encounter misinformation and negative messages regarding early bilingual development, specifically the belief that young children are "confused" if they grow up with two…

In this article, I offer my observations of the epistemological shifts that have taken place in the TESOL discipline as a result of the inexorable forces of globalisation. Specifically, the article highlights how the multicultural, multilingual, and multimodal nature of communication in the 21st century has disrupted various assumptions on how…

This research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students' agentic negotiations while identifying the relationship between students' enacted agency and their authored science identities by drawing from a…

Cross-border migration is increasing in a globalized world. On the physical borderlands, migration across and between borders occurs on a habitual basis. This qualitative study employs semi-structured interviews to explore how three "transfronterizo" teachers along the U.S.-Mexico borderlands draw on their backgrounds and lived…

This study aimed to address research gaps and disparities among adult Vietnamese English as a second language (ESL) learners in adult education due to the model minority myth and broad generalization of the Asian American and Pacific Islander (AAPI) population. Despite their aspirations for an improved quality of life and integration into the U.S.…

This multiple case study investigates the professional identities of three dual language immersion (DLI) teachers after they graduate from a teacher education program (TEP) that emphasizes DLI pedagogies. I use the communities of practice framework (Wenger, 1998), the portraiture methodology (Lawrence-Lightfoot, 1983, 1994; Lawrence-Lightfoot…

While the importance of linguistically responsive teaching (LRT) in multilingual classrooms is well documented, preservice English teachers' conceptions of LRT and the pertinent sociocultural processes that shape their LRT conceptions and practices remain under-researched. Qualitatively examining the experiences and understandings of 15 preservice…

Since culturally relevant teaching was first introduced by Ladson-Billings in 1994, American schools have become even more racially and ethnically diverse, and post-COVID revealed a wider performance gap between Black and Hispanic students compared to White students. What is less clear is how culturally responsive school leaders are standing up…