Elementary ESL teachers’ advocacy for emerging bilinguals: a third space perspective

References

• Athanases, S. Z., & de Oliveira, L. C. (2007). Conviction, confrontation, and risk in new teachers’ advocating for equity. Teaching Education, 18(2), 123–136. https://doi.org/10.1080/10476210701325150
   Google Scholar
• Babino, A., & Stewart, M. A. (2018). Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal, 41(3), 272–297. https://doi.org/10.1080/15235882.2018.1489313
   Web of Science ®Google Scholar
• Bhabha, H. K. (1994). The location of culture. Routledge.
   Google Scholar
• Bhabha, H. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture and difference (pp. 207–221). Lawrence and Wishart.
   Google Scholar
• Cahnmann, M., & Varghese, M. M. (2005). Critical advocacy and bilingual education in the United States. Linguistics and Education, 16(1), 59–73. https://doi.org/10.1016/j.linged.2005.10.002
   Google Scholar
• DaSilva Iddings, A. C., & Rose, B. C. (2012). Developing pedagogical practices for English-language learners: A design-based approach. Pedagogies: An International Journal, 7(1), 32–51. https://doi.org/10.1080/1554480X.2012.630510
   Google Scholar
• de Jong, E. J., Gort, M., & Cobb, C. D. (2005). Bilingual education within the context of English-only policies: Three districts’ responses to Question 2 in Massachusetts. Educational Policy, 19(4), 595–620. https://doi.org/10.1177/0895904805278065
   Web of Science ®Google Scholar
• Dubetz, N. E., & de Jong, E. J. (2011). Teacher advocacy in bilingual programs. Bilingual Research Journal, 34(3), 248–262. https://doi.org/10.1080/15235882.2011.623603
   Google Scholar
• English, B. (2009). Who is responsible for educating English language learners? Discursive construction of roles and responsibilities in an inquiry community. Language and Education, 23(6), 487–507. https://doi.org/10.1080/09500780902954216
   Web of Science ®Google Scholar
• Escamilla, K. (2006). Semilingualism applied to the literacy behaviors of Spanish-speaking emerging bilinguals: Bi-illiteracy or emerging biliteracy? Teachers College Record, 108(11), 2329. https://doi.org/10.1111/j.1467-9620.2006.00784.x
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Fránquiz, M. E., Leija, M. G., & Garza, I. (2015). “Figuring” bidirectional home and school connections along the biliteracy continuum. Bilingual Research Journal, 38(2), 152–171. https://doi.org/10.1080/15235882.2015.1063552
   Web of Science ®Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Continuum.
   Google Scholar
• Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/RRQ.43.2.3
   Web of Science ®Google Scholar
• Haneda, M., & Alexander, M. (2015). ESL teacher advocacy beyond the classroom. Teaching and Teacher Education, 49, 149–158. https://doi.org/10.1016/j.tate.2015.03.009
   Web of Science ®Google Scholar
• Harman, R. M., & Khote, N. (2018). Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 15(1), 63–83. https://doi.org/10.1080/15427587.2017.1318663
   Google Scholar
• Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 127–151. https://doi.org/10.1080/09500780802152788
   Web of Science ®Google Scholar
• Henderson, K. I. (2017). Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education. Linguistics and Education, 42, 21–33. https://doi.org/10.1016/j.linged.2017.08.003
   Web of Science ®Google Scholar
• Honeyford, M. A. (2013). Critical projects of Latino cultural citizenship: Literacy and immigrant activism. Pedagogies: An International Journal, 8(1), 60–76. https://doi.org/10.1080/1554480X.2012.715733
   Google Scholar
• Jaffe-Walter, R. (2018). Leading in the context of immigration: Cultivating collective responsibility for recently arrived immigrant students. Theory Into Practice, 57(2), 147–153. https://doi.org/10.1080/00405841.2018.1426934
   Web of Science ®Google Scholar
• Janks, H. (2004). The access paradox. Literacy Learning: the Middle Years, 12(1), 33–42.
   Google Scholar
• Kim, J. I., & Viesca, K. M. (2016). Three reading-intervention teachers’ identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school. Teaching and Teacher Education, 55, 122–132. https://doi.org/10.1016/j.tate.2016.01.003
   Web of Science ®Google Scholar
• Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045
   Web of Science ®Google Scholar
• Lee, S. J., & Walsh, D. (2015). Teaching (in) justice: One teacher’s work with immigrant English learners. The Urban Review, 47(1), 45–66. https://doi.org/10.1007/s11256-015-0321-1
   Google Scholar
• Linville, H. A. (2016). ESOL teachers as advocates: An important role? TESOL Journal, 7(1), 98–131. https://doi.org/10.1002/tesj.193
   Web of Science ®Google Scholar
• Maddamsetti, J. (2020a). Intersectional identities and teaching practice in an elementary general classroom: A case study of a plurilingual teacher candidate. Journal of Language, Identity & Education, 19(5), 342–358. https://doi.org/10.1080/15348458.2019.1676158
   Web of Science ®Google Scholar
• Maddamsetti, J. (2020b). Where all the good teachers are cape verdean Americans: A white teacher’s identity positionings in an urban elementary school. The Urban Review, 52(1), 100–126. https://doi.org/10.1007/s11256-019-00514-5
   Google Scholar
• Maddamsetti, J. (2020c). Analyzing elementary teachers’ advocacy for emergent bilinguals as identity dissonances from cognitive, emotional, and social perspectives. Journal of Language, Identity & Education, 1–17. https://doi.org/10.1080/15348458.2020.1791710
   Web of Science ®Google Scholar
• Maddamsetti, J. (2021). Exploring an elementary ESL teacher’s emotions and advocacy identity. International Multilingual Research Journal, 15(3), 235–252. https://doi.org/10.1080/19313152.2021.1883792 .
   Web of Science ®Google Scholar
• Massachusetts Department of Elementary and Secondary Education. (2015). Rethinking Equity and Teaching for English Language Learners (RETELL). http://www.doe.mass.edu/retell/
   Google Scholar
• Merriam, S. (1998). Qualitative research and case study applications in education. Jossey-Bass.
   Google Scholar
• Mitchell, K. (2013). Race, difference, meritocracy, and english: Majoritarian stories in the education of secondary multilingual learners. Race Ethnicity and Education, 16(3), 339–364. https://doi.org/10.1080/13613324.2011.645569
   Web of Science ®Google Scholar
• Morgan, B. (2016). Language teacher identity and the domestication of dissent: An exploratory account. Tesol Quarterly, 50(3), 708–734. https://doi.org/10.1002/tesq.316
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636
   Google Scholar
• Razfar, A. (2013). Multilingual mathematics: Learning through contested spaces of meaning making. International Multilingual Research Journal, 7(3), 175–196. https://doi.org/10.1080/19313152.2012.665204
   Google Scholar
• Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching & Teacher Education, 72, 98–106. https://doi.org/10.1016/j.tate.2018.03.002
   Web of Science ®Google Scholar
• Rogers, R., Mosley, M., & Kramer, M. A. (2009). Designing socially just learning communities: Critical literacy education across the lifespan. New York, NY: Routledge.
   Google Scholar
• Routledge, P. (1996). The third space as critical engagement. Antipode, 28(4),399–419.
   Web of Science ®Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
   Google Scholar
• Souto-Manning, M., & Martell, J. (2019). Toward critically transformative possibilities: Considering tensions and undoing inequities in the spatialization of teacher education. Teachers College Record, 121(4), n4.
   Google Scholar
• Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2008). Learning a new land: Educational pathways of immigrant youth. Harvard University Press.
   Google Scholar
• Téllez, K., & Varghese, M. (2013). Teachers as intellectuals and advocates: Professional development for bilingual education teachers. Theory Into Practice, 52(2), 128–135. https://doi.org/10.1080/00405841.2013.770330
   Web of Science ®Google Scholar
• Téllez, K. (1998). Class placement of elementary school emerging bilingual students. Bilingual Research Journal, 22(2–4), 279–295. https://doi.org/10.1080/15235882.1998.10162726
   Google Scholar