ORCID
Felice Atesoglu Russell: 0000-0002-8206-1290
DOI
https://doi.org/10.14305/jn.19440413.2020.12.2.02
Abstract
In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of school communities, critical understanding of the local/global issues that impact those communities, and ways to advocate for EL students and families that leverage strengths, assets, and knowledges. This research addresses the following questions: How does the Community Asset Inquiry model support our work as teacher educators committed to equity and social justice for EL students? How does the Community Asset Inquiry model support M.Ed. TESOL teacher candidates’ praxis in working with EL students within the context of family and community engagement? Implications for ESOL teacher education, in particular in online settings, and application of the Community Asset Inquiry model are discussed.
Recommended Citation
Russell, F. A., & Richey, A. (2020). Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement. Excelsior: Leadership in Teaching and Learning, 12(2), 115. https://doi.org/10.14305/jn.19440413.2020.12.2.02 CCBY.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons, Secondary Education and Teaching Commons
