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Diverse Voices of Advocacy
 
Preparing to Support Students, Colleagues and the TESOL Profession 

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

Program

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: treasurer@atesolact.org.au

 

Please click 'Book now ' above to reserve your place!
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2017 Recipient of the TLS KC Innovatie research in international education award

Polina Vinogradova, PhD
Director, TESOL Program, Department of World Languages and Cultures, American University
Polina Vinogradova is a faculty member and director of the TESOL Program at American University in Washington, D.C. where she works with graduate TESOL students and teaches courses in second language teaching methods. In her research, she explores ways to introduce participatory approaches to English as an additional language education and language teacher development. In particular, she studies pedagogical uses of digital stories and the role of a pedagogy of multiliteracies in student and teacher empowerment. Dr Vinogradova holds a PhD in language, literacy and culture from the University of Maryland, Baltimore County (UMBC) and has MA degrees in TESOL from the University of Northern Iowa and in intercultural communication from UMBC.

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.

Session Rationale:
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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