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Diverse Voices of Advocacy
Presentation by Dr. P. Vinogradova, Director,
TESOL Program - American University, Washington DC
Supported by the ACT Education Directorate
Wednesday 22 August 2018
4:30 pm to 7:00 pm
Registration and refreshments from 4:30 pm
5:00pm Introduction and definitions of advocacy
5:30pm Diverse voices of advocacy
6:00pm Advocacy in Australia
6:15 pm Developing our advocacy plan and assessing our needs
6:45pm Wrap up and feedback
Hedley Beare Centre for Teaching and Learning
Fremantle Drive, Stirling
$20.00 for ATESOL ACT 2018 members, $40.00 for non-members
Bookings and prepayment ESSENTIAL
by Monday 20 August, 2018 COB
TQI accredited for 2 hours
CONTACT for Enquiries only: firstname.lastname@example.org
2017 Recipient of the TLS KC Innovatie research in international education award
As a TESOL profession, we continue to strive to develop a common understanding of what we mean and do as advocates. As TESOL professionals, we continue to grapple with notions of advocacy, institutional and professional demands, political pressures, and our own views on how our students and their families, as well as our colleagues need to be supported. Building on advocacy work and results of a qualitative advocacy study, the presenter will offer some definitions of advocacy, provide insights into how power and contextual factors impact professional beliefs about advocacy for ELs, and will work with the workshop attendees on preparing a realistic advocacy plan.
TESOL as a profession has become more focused on advocacy over the past decade, offering an Advocacy Summit each summer, including advocacy in the standards, and responding to global political events by including advocacy presentations, workshops, and teacher resources. Further, more advocacy-related research and curricular work has been published (Athanases & de Oliveira, 2007; Linville, 2015; Staehr Fenner, 2014). In spite of this greater focus on ESL/EFL teacher advocacy, a common understanding of what we mean and do as advocates has yet to emerge. Additionally, educators need support in developing their own understanding of what advocacy means to them and how they can incorporate it into their professional work (Linville & Vinogradova, 2018).
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