Diversifying Language Educators and Learners

Advocacy in
TESOL:
An Important Component
for English Learner Success

By Luis Javier Pentón Herrera

When I decided to become an English for Speakers of

Other Languages (ESOL) educator back in 2012,
I was driven by my personal experience as an English learner
(EL) arriving in the U.S. at the age of 16. I thought of teaching
English to immigrants as a career in which I would have the
opportunity to give back and teach my students the most neces-
sary skill they would need to succeed in the United States of
America—English.
Throughout my teaching career, I have focused on learn-
ing skills, theories, and practices that could help expedite my
students’ literacy and language learning process. Looking back,
it seems that all that mattered to me was learning how to best
teach English. But I have come to realize that to teach ESOL I
need to first acknowledge my students’ mental, emotional, and

From “ELs can’t” to

physical needs. Language teaching must come second.
During my first 2 years of teaching I looked for knowledge,
skills, and information that could help me decipher what I was

“With appropriate support experiencing as a novice ESOL educator. I did not understand
why my students could not focus, or why they were not engaged

and equitable access, in my classes when I was strictly following the principles of
preferred and renowned theories and practices in the Teaching

ELs can and will.”

English for Speakers of Other Languages (TESOL) field. In 2015,
I finally found the answer when I read the groundbreaking
book, Advocating for English Learners: A Guide for Educators,
by Diane Staehr Fenner. The concept of advocacy and the power
it has to ensure equitable access to language learning for all ELs
helped me understand what I was experiencing in the classroom
with my students.

The Language Educator n Oct/Nov 2019 49

Advocacy in TESOL For this reason, appropriate support and equitable access for ELs
is essential during the registration/intake process, during the school
Advocacy, defined as “working for ELs’ equitable and excellent edu- year, during summer school, as well as throughout the year in the
cation by taking appropriate actions on their behalf” (Staehr Fenner, form of continuous individualized support.
2014, p. 8), is increasingly seen as a moral and civic duty in TESOL. During the intake process, it is important for ELs and their
In today’s landscape, many ESOL teachers are using advocacy as an families to be asked important questions about their affective (mental
instrument to protest the social injustices our ELs are exposed to in and emotional health), linguistic (language proficiency in native
their schools and communities. For example, in 2018 a colleague language), and cognitive (learning needs) realities. Some ELs might
and I shared six testimonios by ESOL students and families that arrive in the United States experiencing the effects of trauma, family
reflect some of the many struggles and barriers ELs have to overcome separation anxiety, or culture shock. Similarly, some students might
just to attend school and learn English (Pentón Herrera & Obregón, arrive from refugee camps with limited formal schooling or with pre-
2018). For me and other passionate ESOL teachers, advocating for viously identified special education needs. K–12 schools frequently
our ELs has become a human, moral, and professional responsibil- ignore these three components during the intake process and, as a
ity; after all, what kind of teacher would not want his/her students to consequence, ELs suffer. Creating a thorough intake process that pro-
have a peaceful life, be happy, and succeed? vides more clarity about the ELs’ situation is of utmost importance
There are many ways to support ELs, all of which are important if we are to effectively understand, care for, and support our ELs’
and necessary to help immigrant students and their families achieve mental-emotional, linguistic, and learning needs.
success in school and in their lives. A good starting point is to focus In addition to creating a thorough intake process, continual
on advocating at the school (K–12) and community levels where schoolwide training focusing on culturally sustaining pedagogy and a
ESOL teacher advocacy can most immediately help lead to change. growth mindset needs to be implemented during the school year for
all school personnel. The attitudes and mentality of school person-
In School nel matter because they shape the culture inside the school build-
One of the primary concerns for ESOL in K–12 learning environ- ing, the way teachers remain flexible and supportive of ELs in their
ments is access to quality language and literacy education. Some ELs, classrooms, and how mainstream peers treat and support their EL
for example, arrive in our schools with limited or interrupted formal classmates. Furthermore, continuous schoolwide training focusing
on culture-as-asset also helps school personnel become aware of
education and may not know how to read or write in their native
their ELs’ cultural diversity and practices, which might be different
language. These literacy concerns need to be addressed in all of the
from American cultural practices and norms. Understanding our ELs’
ELs’ classes to provide balanced literacy, language, and content learn-
cultures is more than a cliché—it is a requirement for those involved
ing across their schedule.
in their education. For example, a schoolwide training focusing on
However, some general education teachers as well as other school
cultural diversity and appreciation can help explain why an EL from
personnel are quick to under­estimate the ability of ELs to rise to the
China may not maintain steady eye contact when talking to author-
occasion, feeling it might be too much work for them. Our duty as
ity figures, why it is insensitive to elevate Spanish conquistadores in
ESOL educators and advocates is to shift this harmful, deficit mind-
a classroom with Indigenous Latinx ELs, or why pointing with your
set of “ELs can’t” to “with appropriate support and equitable access, finger to an object or a person might be considered offensive for
ELs can and will.” some Muslim ELs.
Issues like the one described above are making K–12 advocacy Similarly, during summer school it is important for schools to offer
increasingly important to ensure equitable, accessible, and quality educational programs in which ELs can continue to learn and practice
education for ELs. The reality is that “general education teachers are their English and literacy skills. As a high school teacher, I have seen
often unprepared to work with English Language Learners in spite many of my ELs’ language abilities regress over the summer. Continu-
of their growing number and diversity” (Linville, 2016, p. 100). ous instruction throughout the year expedites ELs’ language acquisi-
Personally, I have seen first-hand how the lack of preparation and tion and academic development. An excellent example of effective
support from many general education teachers has impacted ELs’ summer instruction for ELs can be found in the international high
success in mainstream classes as well as their motivation to continue schools in Maryland’s Prince George’s County Public Schools (PGCPS),
attending school. which offer continuous instruction for ELs during the summer. The

50 The Language Educator n Oct/Nov 2019

 Diversifying Language Educators and Learners

ELs at these international high schools show the greatest language

Conclusion
growth of all ELs within the county (Batel, Roth, & Campbell, 2018).
Throughout my career as an ESOL educator, I have seen the impact
Finally, an additional practice to incorporate is continuous and
that advocacy has had on the ELs in my classroom, school, and in
individualized support for our students. As an ESOL teacher and
the community.
advocate, you are in a position to know more about your ELs than
Advocacy is at the heart of what ESOL educators do, it is the
anyone else in your school, making you a natural potential advocate.
reason why we teach ESOL, and now is a crucial time for a focus on
Many of my high school ELs, for example, arrive with transcripts
advocacy. Advocacy has become my pedagogy, my reason for staying
from their home countries that often can be used in the U.S. to earn
in the classroom, and my motivation to continue fighting for my ELs.
academic credits and sometimes even graduate from high school a
I believe that if we want to ensure safety, peace of mind, equitable
year or two sooner. Small things like asking ELs for their transcripts,
access to language learning, and success for all our ELs, then teach-
teaching them how to apply for free or reduced lunch, or sharing
ing must come second, and advocacy must come first.
information about clinics where they can get vaccinated at a reduced
Robert J. Marzano once said that teaching is an art and a science
rate or for free are practices that reflect commitment to our ELs and
(2007). But teaching ESOL in the United States today is an art, a
will help ensure their wellbeing in our schools.
science, and a calling–it requires knowledge, skills, creativity, endless
These actions might sound trivial, but they can make a huge
passion, motivation, sacrifice, and the ability to continue fighting for
impact on ELs’ ability to stay in school, knowing that someone is
your ESOL students, no matter what. For this reason, I exhort ESOL
advocating for them until they find their voice.
and mainstream educators alike to advocate for their ELs by individ-
In the Community ualizing the ELs’ intake process in schools, talking to their leadership
about the need for schoolwide continuous cultural training, and
The only support that many ESOL families and students receive is
offering summer programs to expedite their language and academic
from neighborhood-based centers such as religious institutions, chari-
development. EL success is, indeed, within reach, but it can only
table clinics, and non-profit organizations in their communities. How-
happen with our support and advocacy.
ever, ESOL students and their families often need to be guided to these
organizations to learn about them and the services that they offer. Luis Javier Pentón Herrera currently serves as Maryland TESOL’s Past President in
Advocating in the community means creating communication Silver Spring, Maryland.
bridges between community and nonprofit organizations that sup-
port immigrant families, the school, and the immigrant families. This
involves making human connections with individuals at each institu-
tion as well as creating a document that lists points of contact for each
organization and the services they provide, if possible, in the native
languages of ESOL students and their families. This document can then
be shared with ESOL students and their families to make sure that they
know about the services available in the community at low or no cost.
Another way to advocate in the community is to actually partner References
with these non-profit organizations to help them better serve the
Batel, S., Roth, E., & Campbell, N. (2018, October). Redesigning high
immigrant families in your community. For example, the Centreville school: Local perspectives from schools and districts. Center for
Labor Resource Center (CLRC) in Virginia, serves a large population American Progress. Retrieved from https://www.americanprogress.org/
of Ixil speakers. This indigenous group from Guatemala has been issues/education-k-12/reports/2018/10/24/459649/redesigning-high-
school-local-perspectives-schools-districts/
recognized as distinct from the Spanish-speaking populations served
Linville, H. A. (2016). ESOL teachers as advocates: An important role?
and the CLRC has tailored its services to serve the Ixil population,
TESOL Journal, 7(1), 98–131.
respecting the differences between their language, cultural identity,
Marzano, R. J. (2007). The art and science of teaching. A comprehensive
and social challenges and those of their Spanish-speaking counter- framework for effective instruction. Alexandria, VA: ASCD.
parts (Pentón Herrera, 2019).
Pentón Herrera, L. J. (2019). Advocating for Indigenous Hispanic EL
Similarly, CASA de Maryland provides direct services in workforce students: Promoting the Indigenismo within. In H. A. Linville & J.
development and training, employment placement, financial and Whiting (Eds.), Advocacy in English Language Teaching and Learning
language (English and Spanish) literacy classes, and well as legal and (pp. 161–174). New York, NY: Routledge.
tax services to help immigrant families successfully integrate into Pentón Herrera, L. J. & Obregón, N. (2018). Challenges facing Latinx
ESOL students in the Trump era: Stories told through testimonios.
their new communities in the U.S.
Journal of Latinos and Education.1-9. doi:10.1080/15348431.2018.
Community organizations such as CASA de Maryland and CLRC are 1523793
invaluable assets for immigrant families and students. As ESOL educators
Staehr Fenner, D. (2013). Advocating for English learners: A guide
and advocates, it is our responsibility to learn more about these types of for educators. Thousand Oaks, CA: Corwin Press and TESOL
organizations in our geographic areas and understand how we can col- International Association.
laborate with them to better support our ESOL families and students.

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