Becoming Advocates: Positioning Immigrant Youth to Share, Connect, and Apply Their Stories as Tools for Social Change

Autor/inn/en	Martin-Beltrán, Melinda; Montoya-Ávila, Angélica; García, Andrés A.
Titel	Becoming Advocates: Positioning Immigrant Youth to Share, Connect, and Apply Their Stories as Tools for Social Change
Quelle	In: TESOL Journal, 11 (2020) 4, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin-Beltrán, Melinda) ORCID (Montoya-Ávila, Angélica) ORCID (García, Andrés A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.567
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Teaching Methods; English Language Learners; Immigrants; Advocacy; Social Justice; Experience; Autobiographies; Student Participation; High School Students; Personal Narratives; Story Telling + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Sozialanwaltschaft; Soziale Gerechtigkeit; Erfahrung; Autobiography; Autobiografie; Autobiographie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung
Abstract	Although TESOL educators often incorporate autobiographical narrative as pedagogy to develop language and literacy among language learners, research has paid little attention to how immigrant youths' personal stories relate to advocacy and social justice. This article addresses this gap by investigating and theorizing how student advocacy developed in an autobiographical narrative project, the Immigrant Student Stories Project (ISSP). Using a positioning theoretical lens and an ethnographic approach, the authors focus on students' participation and voices in their narratives and draw upon interviews and observational fieldnotes across ISSP contexts within and beyond one high school. The authors' investigation of the ISSP examined what students do with their narratives and how they are positioned both in and outside of a classroom context, which the authors argue have consequences for language learning and social justice. The study found that learners are positioned as legitimate speakers, community members, and advocates when they are afforded opportunities to share their stories publicly, connect their stories with a larger community, and apply their stories as tools for advocacy. This study contributes to TESOL scholarship by exploring student advocacy through the lens of positioning theory and revealing how advocacy, language, and literacy can develop synergistically through storytelling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01