Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement

Autor/inn/en	Russell, Felice Atesoglu; Richey, Amanda
Titel	Community Asset Inquiry: A Model for ESOL Teacher Praxis in Family and Community Engagement
Quelle	In: Excelsior: Leadership in Teaching and Learning, 12 (2020) 2, S.115-132, Artikel 5 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Russell, Felice Atesoglu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-0413
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teaching Methods; Assignments; Teacher Education Programs; English Language Learners; Faculty Development; Family School Relationship; School Community Relationship; Masters Programs; Social Justice; Equal Education; Online Courses + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Magister course; Magisterstudiengang; Soziale Gerechtigkeit; Online course; Online-Kurs
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. (As Provided).
Anmerkungen	New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01