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Decentering Advocacy in English Language Teaching

Global Perspectives and Local Practices

Subjects: English as a Second Language (ESL), Education, Teacher Issues
Paperback : 9780472039814, 248 pages, 4 tables, 2 images, 6 x 9, December 2024
Ebook : 9780472222049, 248 pages, 4 tables, 2 images, 6 x 9, December 2024
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Taking a global view of advocacy in English language teaching and learning

Table of contents

Introduction by Kate Mastruserio Reynolds, Grazzia Maria Mendoza-Chirinos, Debra Suarez, Okon Effiong, and Georgios Kormpas
Chapter 1: Igniting the Passion: ELT Renaissance at Itolu Community High School, Ilaro, Nigeria by Oluyemisi Oladejo
Chapter 2: Advocacy and Education as a Vehicle for Economic Development and Empowerment of the Garifuna in Belize by Abigail Awanga Ekangouo
Chapter 3: Relevant Education as a Vehicle for Economic Development in Belize by Enita Elecia Barrett
Chapter 4: De-Colonizing Advocacy: Advocacy Efforts for English Language Teaching and Learning in Belize by Ethnelda Paulino
Chapter 5: English for a Better Future Program: An Initiative to Provide Quality Education to El Salvador’s Youth by Miguel Ángel Carranza Carranza
Chapter 6: TESOL Transformative Advocacy in Tertiary Education in Vietnam by Son Nguyen, Huong Lam, and Hong-Anh Nguyen
Chapter 7: Using English Language Teaching as a Platform for Developing Self-Advocacy: English is our Future by Briana Rogers
Chapter 8: Supporting Young Learners’ English in Public Schools in Turkey: Spoken Cafes Project by Sumru Akcan
Chapter 9: EFL Classrooms as Spaces for Advocacy Acts in Areas of Intractable Conflict by Julia Schlamm Salman and Bridget Schvarcz
Chapter 10: Three Decades of Supporting English Teachers in Paraguay: PARASOLs New Advocacy Response by Valentina Canese, Susan Spezzini, and Rocío Mazzoleni
Chapter 11: Metagogy as Advocacy in Initial Teacher Education by Gabriel Diaz Maggioli
Chapter 12: Global Efforts in Advocacy for English Language Teaching and Learning: Conclusions and Futures by Okon Effiong, Kate Mastruserio Reynolds, Debra Suarez, Georgios Kormpas, Grazzia Maria Mendoza-Chirinos


Advocacy has been an important part of English language teaching, teacher training, and the experiences of individual students. By bringing together ELT advocates that represent diverse continents and countries, Decentering Advocacy in English Language Teaching highlights global efforts in advocacy as it provides an overview of best practices for English language teaching and learning. 

In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.

Kate Mastruserio Reynolds is Professor of Teaching English to Speakers of Other Languages & Literacy at Central Washington University. 
Grazzia Maria Mendoza-Chirinos is Researcher at WIDA the University of Wisconsin–Madison. 
Debra Suarez is an Executive Director of Uplifting Teachers and 2024–25 President of the TESOL International Association.
Okon Effiong is Lecturer of English at Qatar University. 
Georgios Kormpas is Director of Teaching, Learning, and Development Center at Al Yamamah University.

“This book would be great for undergraduate and graduate level advocacy courses in TESOL/TELF/ELT teacher education programs. The content is truly international, and from countries that usually we hear less from in the field of TESOL. The book offers real life examples from different parts of the world, it describes limitations in different contexts, and it includes reflections on strategies and practices that could be used. Giving instructors from the reported countries the opportunity to write each chapter through well-conceptualized guiding questions creates uniformity throughout and makes this book truly phenomenal.”

- Iara Mantenuto, California State University, Dominguez Hills