ADVOCACY IN EDUCATIONAL LINGUISTICS

LECTURER
Rika Rahmawati Suryana, M.Pd

Created By
Andina Nabilah Gustriani
20421019

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

STKIP LA TANSA MASHIRO
TAHUN 2021
 FORWARD

Our gratitude we wish for the presence of Almighty Allah, thanks to the blessings we

can finish this Advocacy In Educational Linguistics of Education Linguistics papers. In this

paper, I arranged based on the percentage and the other book that I have read, also that has

held meetings every lecture thanks to all my colleagues who have helped to resolve the

papers also the lecturer in English for her guidance. I hope this papers can be useful to the

reader as well.
 ABSTRACT

This study uses focus groups of graduates to illuminate survey results of their feeling well
prepared to advocate for equity in classrooms and schools. Offering suggestions for
improvement, graduates nonetheless reported two broad categories of program strength. The
first was the value of infusion of culture, language, and equity content in coursework.
Advocacy comes from the Latin advocatus, meaning "one called to aid", in other words,
speaking or acting on behalf of another. Staehr Fenner (2014), an author quoted and
referenced throughout Linville and Whiting's book, Advocacy in English language teaching
and learning, defines advocacy as taking appropriate actions on English learners' (EL) behalf,
providing them and their families with a voice, and using and having a deep understanding
about the EL's background in order to know which action to take.
 TABLE OF CONTENTS

Cover......................................................................................................................................

Foreword................................................................................................................................

Abstract .................................................................................................................................

Table Of Contetnt...................................................................................................................

CHAPTER I

1. INTRODUCTION......................................................................................................
1.1 Rear Latar.......................................................................................................
1.2 Problem Identification....................................................................................
1.3 Purpose...........................................................................................................

CHAPTER II

2. DISCUSSION.............................................................................................................
2.1 Advocacy in Language Education...................................................................
2.2 Method.............................................................................................................
2.3 Why is there a need for advocacy?..................................................................

CHAPTER III

3. CLOSING....................................................................................................................
3.1 Fungtional........................................................................................................
3.2 Advice..............................................................................................................

Bibliography.......................................................................................................................
 CHAPTER I
INTRODUCTION
1.1 Rear Latar
This chapter considers to open a section on advocacy educational linguistics.

Previously, we will explain what educational linguistics is. Educational

Linguistics is dedicated to innovative studies of language use and language

learning. The series is based on the idea that there is a need for studies that break

barriers. Accordingly, it provides a space for research that crosses traditional

disciplinary, theoretical, and/or methodological boundaries in ways that advance

knowledge about language (in) education.

1.2 Problem Identification

Based on the background above, the authors formulate the problem as follows:

1. What is Advocacy in Language Education?

2. How the method of Advocacy in Language Education?

3. Why is there a need for Advocacy?

1.3 Purpose

Identification of the above problem, the purpose of this papers to describe or

explain that these points, as well as help, explain the procedures for the use of

words and writing words that correspond to the time and conditions of the

occurrence of an event in the English writing of the papers.

 CHAPTER II
DISCUSSION

Just over a decade ago there was a paucity of research on preparing teachers to work
with culturally and linguistically diverse youth, with no studies of programs providing
multicultural and social action education throughout the preservice experience (Grant &
Secada, 1990). Since then, we have seen promising results in stengthening teachers'
knowledge and attitudes about diverse youth. Two problems emerge from this work,
however. First, most of the inquiry is short term and cannot capture preservice teachers’
evolving knowledge and stances regarding diversity and how early career jobs and contexts
shape and constrain teachers’ ideologies, goals, agency, and practice in teaching diverse
learners (Buendı´a, 2000; Causey, Thomas, & Armento, 2000; Cochran-Smith, 1991;
Stodolsky & Grossman, 2000). Second, studies still mostly examine impact of individual
preservice classes, with little compreshensive study of program-wide processes in preparing
teachers for diversity and their impact on teachers (Sleeter, 2001).

The present study addresses these issues by examping: (a) ways preservice teachers
learn to teach to diversity across a teacher credential program and (b) these teachers'
conceptions of theprocess a year or more after completing the program. The study
triangulates data sources (year-end assessments, surveys, interviews, and coursework) from a
larger program investigation and, using focus group methods, elaborates teacher perspectives.
The central research question was this: Given a program’s claim to preparing teachers to
advocate for educational equity, what do graduates report about specific program strengths
and problems in preparing them for this work?

2.1 Advocacy in Language Education

Images 1.1
 From a North American perspective, second language teachers often find

themselves defending the value of their subject; they often find themselves answering

the question “Why should I learn a second language? When will I need it?”

Learning a second language is important and teachers and learners must by

prepared to answer these questions lest the practice of language teaching be lost

altogether. In this section we will examine why advocacy is needed and just how

teachers and people in the field of second languages can go about advocating for

second language education.

English has grown in leaps and bounds around the world; people from all over

make a concentrated effort to learn English as it opens so many doors. What happens

to the people who speak English as a first language? Do they not need to learn another

language? Unfortunately, this is a sentiment that has also grown in recent years; living

in North America creates a bubble sensation for many people who feel that since

everyone else is learning English, they have no need to learn a second language, let

alone a third or fourth. This is a foreign concept in Europe, where some students leave

their school years with as many as four languages and most leave with at least a

second language. In order for Canada to increase the language capabilities of its

citizens, there is a need for advocacy; the benefits of learning a language must be

more widely known so that eventually, one will no longer hear the question “Why

should I learn a second language?”

2.2 Method

As indicated, a larger investigation gathered syllabi, portfolios, questionnaires,

and interviews with 16 faculty members; selected classroom observations; and

surveys of over 300 program graduates from a 10-year period. However, mindful of

how programs often fail to use adequate methods to discern sources of impact, we

used focus groups as a research tool to triangulate other data and to illuminate survey

results (Flores & Alonso, 1995; Morgan, 1988; Stewart & Shamdasani, 1990). Focus

groups yield responses explicitly dependent on and shaped by others. However,

because focus groups use responses and reflections shared in small cohort settings,

they can uncover trends obscured by consensus in surveys and aid theorizing about

phenomena (Fern, 2001). Unlike surveys and structured individual interviews, focus

groups allow participants to take some control of the conversation by articulating

ideas in the context of others’ remarks (Bergin, Talley, & Hamer, 2003). They allow

participants’ voices to be more dominant in the research process (Krueger, 1994) and,

in a Vygotskian sense, capture dialogic and fluid aspects of opinion formation (Fern,

2001). During the focus groups, then, we sought to promote teachers’ deep reflections

on their preparation for advocacy (influenced by their current professional needs) and

scaffolded by the social construction of knowledge in groups of other new teachers.

Images 1.2
 Therefore, in school, on the one hand, the student must be given the chance to

present life and the world around in a harmonious and complex way, and on the other

hand, the student himself must be regarded in its entirety, as a whole (Jeder, 2013).

Incidentally, this aspect is underlined by the Romanian author, Lucian Ciolan: “the

holistic approach of the curriculum process involves two aspects:

Discussions were audiotaped with names of participants and program faculty changed
after transcription to assure anonymity. Data sources included transcripts and
moderator field notes from five focus group discussions. Teachers reflected on,
among other topics, their current conceptions of advocacy, relevant practices, ways
the program did and did not prepare them for this work, and ways their schools
supported and constrained their advocacy goals (Appendix). We transcribed focus
group discussions then reviewed all transcripts totaling 300 double-spaced pages,
along with moderators’ reflective notes written directly following focus groups.
Because we primarily were interested in teachers’ reports of ways the program did
and did not prepare them to advocate for equity, we isolated transcript portions
concerning these perceptions and independently reviewed these for key themes. We
then discussed emerging categories, coded all data, and typed these into files for
further analysis. We used the constant comparative method (Merriam, 1998) to revise
categories until they accommodated all data. We used charts and data displays in an
iterative process (Miles & Huberman, 1994), resulting in tables of categories and
themes. We refined final categories by examining relationships between results of this
study and triangulated data sources. In reporting results, we balance summary and
quotation to capture both patterns and precise illustrations (Morgan, 1988).
2.3 Why is there a need for Advocacy?

Images 1.3

In a world where an awareness and understanding of the global community is increasingly

important, there is no doubt that learning a language is beneficial. The benefits are many and
range from cognitive affects to increased career and travel opportunities.

Benefits of learning a second language:

a. Cognitive benefits- SL Learning:

- Has a positive effect on intellectual growth.
- Enriches and enhances a child's mental development.
- Leaves students with more flexibility in thinking, greater sensitivity to language,
and a better ear for listening.
- Improves a child's understanding and literacy skills in his/her native language.
- Helps to build self confidence and social skills
b. School, career and travel benefits- SL Learning:
- Gives a student a head start in language requirements for college or University.
- Increases job opportunities in many careers where knowing another language is a
real asset.
- Knowing another language can open the door to new travel or study abroad
experiences.
c. Promoting global understanding- SL Learning:
 - Encourages cultural awareness and appreciation
- Opens the door to other cultures and helps a child understand and appreciate
people from other countries.
- Teaches students to look at the world around them from many viewpoints
- Provides opportunities for students to reflect on their own heritage and culture

1. Read the chart below. Are there any other stakeholders that should be added? Do
you agree with all of the arguments presented? Make changes accordingly.

2. Create a venn diagram to show which purposes or values different groups

share/don't share.

3. Decide what you, as a teacher, might do to help better inform different groups
about the others' perspective.

4. Give some ideas about how you might work with a school administrator to help
better educate him or her.

5. Develop an advocacy forum to help a specific group develop a better understanding

of why learning a SL, and your SL in particular is valuable.

For parents For Students

 Preserve culture  Language and Cultural Interest

 Social Status  Social Status
 Trendy  Pride in origins
 Business opportunities  Trendy
 Global awareness and preparedness  Business opportunities
 Global awareness and preparedness

For Government or Province For Schools, Communities, and Districts

 Prepare students for the future  Increase enrolments

 Creating global citizens  Increase achievement results
 Long term economic benefit  Prepare students for the future
 Global awareness and preparedness  Creating global citizens

For administrators:
  Respond to parents-community
 Increase enrolments
 Increase achievement results
 Prepare students for the future
 Creating global citizens

How can advocacy be carried out at different education levels?

Advocacy of second language education can be done differently at different stages of

learners’ education. Each stage brings a different level of understanding for both parents and
students and different aspects of language can be emphasized at each stage of development:

- Elementary: Parents of students in their first few years of formal education can
have their focus drawn towards the cognitive benefits of learning a second
language. Knowing that learning a second language can help their children in
other subjects will go far in encouraging them. It is also common knowledge that
children learn languages easier and quicker than adults; why not have children
learn a language when it is almost effortless?
- Secondary: Parents of students in secondary education can have their attention
focused not only on the cognitive benefits of language learning, but also on the
educational and professional advantages that can result from having a second
language. Students are also much more involved in their educational decision
making at this point, so advocacy can focus on the travel and study abroad
benefits.
- Post-secondary: Potential students of second languages in post-secondary
education settings can have their attention focused on the travel, study abroad and
professional benefits, depending on each person’s personal focus.
 CHAPTER II
CLOSING
3.1 Fungtional

A crucial part of advocacy language is positive language. This means using

words and phrases that communicate genuine compassion and care for your

customers, which lets them know that you value the course of their experience with

your business. As important as advocacy for ELs is, there was very little about

teachers and administrators advocating on behalf of teachers. In fact, it was only in

Chapter 10 that Rob Sheppard explicitly addressed the reasons why teachers should

advocate. Apart from others, he mentions that teachers should advocate for their own

self-interest as a way of securing their own jobs. Even though Sheppard describes a

US context, in Australia many EAL professionals have been suffering with the lack of

job security and poor working conditions, particularly with the rise of casualization in

recent years. To the reader, if you find advocating for ELs isn’t very appealing,

perhaps consider doing it for your own wellbeing. It can be difficult for teachers to

advocate when they themselves are in need of advocacy. In a time when walls are

being built, refugees are being kept in islands, extremism and intolerance are on the

rise and everything seems to be upside down or going backwards, advocacy might be

the way out to make sure that social justice is at place, and language learners are

treated the way they deserve to be. As the authors of each of the chapters in this book

suggest, language learners need to be given a voice if we are to change the

predominant ideologies of educational deficit about multilingualism in society. Their

voices need to be heard, understood and valued. As teachers, we need to be

adequately prepared to help them, and also fulfil our social role. As Martin Luther
 King beautifully puts it, “it always seems impossible until it’s done.” So shall we do

it?

3.2 Advice

The material on “ADVOCACY IN EDUCATIONAL LINGUISTICS” papers

still need to be completed as perfect as possible, there are still many shortcomings in

it due to the limitations that are owned by the authors. To the subject teachers

concerned and all those who read these papers, in order to provide input so that this

paper can be more useful and easy to.

 BIBLIOGRAPHY

Fenner, D. S. (2014). Advocating for English learners a guide for educators.

Thousand Oaks: SAGE.Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury
Press.Freire, P. (2001).
Pedagogy of freedom: Ethics, democracy and civic courage. Lanham: Rowman & Littlefield.
de Jong, E. J., & Harper, C. A. (2005, Spring). Preparing mainstream teachers for English-
language learners: Is being a good teacher good enough? Teacher Education
Quarterly, 32, 101-124.
de Oliveira, L. C. (2006). Knowing and writing history: A study of students’ expository
writing and teachers’ expectations. Unpublished doctoral dissertation. University of
California, Davis.