Heather A. Linville is Associate Professor and Director of TESOL at the University of Wisconsin, La Crosse, USA. James Whiting is Professor of Applied Linguistics and Coordinator of the graduate TESOL program at Plymouth State University, USA.

"…[T]he book underscores that advocacy can and must happen at all levels of our practice: from our daily interactions with our students and colleagues to working to change state law and federal policy. It also challenges us to accept the grave responsibility for advocacy we have as TESOL professionals... The book gives us the language and the tools to speak up and speak out on behalf of our students and our colleagues."- Ester de Jong, University of Florida"This book is a much needed collection for teachers and teacher educators in need of resources to develop their knowledge base about advocacy in English language teaching and learning. The authors provide different perspectives about issues related to advocacy for emergent to advanced bilingual students who are or have been classified as English language learners (ELLs). Authors address the preparation of teachers to advocate for ELLs, action research for advocacy in teacher education and in classrooms, and engaging co-advocates, among other relevant topics. This is a wonderful contribution to the TESOL field and beyond."- Luciana C. de Oliveira, University of Miami; President (2018-2019), TESOL International Association, USA"Advocacy in English Language Teaching and Learning shows us the what, the why, and the how to effectively advocate for all students. The authors are engaged in research and practice, advocacy and instruction, administration and service on behalf of English learners. This book is a forum of multiple approaches, a demonstration of a range of actions, and a platform for the real stories of English learners in our schools."- Paul Boyd-Batstone, California State University Long Beach, USA"Linville and Whiting’s edited volume is an important, timely, and unique advocacy resource….It goes beyond viewing advocacy within the formal setting of schooling or in connection to policy changes. It emphasizes the recognition of particular linguistic and sociocultural positions of EL learners and illustrates the importance of family and community involvement and engagement. Thus, this book is an act of advocacy in itself."- Polina Vinogradova, TESOL Journal 11(4)

• Part I: Overview of Advocacy 1. Advocacy Skills for Teachers: "A Real Careful Little Dance" 2. Problematizing Advocacy: Definitions, Alignments, and Expansions Part II: Preparing Teacher Advocates 3. Beyond the Philosophy Statement: Bringing Advocacy Center Stage in TESOL Teacher Education 4. Building Advocacy Capacity in a Teacher Training Program 5. Cultivating a Sense of Critical Consciousness in Teacher Candidates within a Community-Based Adult ESL Program 6. Action Research for Advocacy in a Supervised Teaching Seminar Part III: Advocacy in Action 7. Exploring Advocacy in an Elementary ESL Afterschool Program in the United States: Empirically, What's There? 8. Language Advocate Alliances: Families and Educators United to Support English 9. Moving Away from the Margins: Publication of International Voices as a Tool for Advocacy 10. Action Required: The Adult Educator as Activist 11. A Framework for Asset-focused Advocacy in Adult ESL Education 12. Making the Path by Walking Together: A Collaborative Approach to Advocacy Part IV: Advocating with Specific EL Populations 13. Advocating for Indigenous Hispanic EL Students: Promoting the Indigenismo Within 14. A Mother’s Advocacy: Lessons for Educators of Long-term EL Students 15. From Majority to Minority: Advocating for English Learners from the African Diaspora

Heather A. Linville is Associate Professor and Director of TESOL at the University of Wisconsin, La Crosse, USA. James Whiting is Professor of Applied Linguistics and Coordinator of the graduate TESOL program at Plymouth State University, USA.

"…[T]he book underscores that advocacy can and must happen at all levels of our practice: from our daily interactions with our students and colleagues to working to change state law and federal policy. It also challenges us to accept the grave responsibility for advocacy we have as TESOL professionals... The book gives us the language and the tools to speak up and speak out on behalf of our students and our colleagues."- Ester de Jong, University of Florida"This book is a much needed collection for teachers and teacher educators in need of resources to develop their knowledge base about advocacy in English language teaching and learning. The authors provide different perspectives about issues related to advocacy for emergent to advanced bilingual students who are or have been classified as English language learners (ELLs). Authors address the preparation of teachers to advocate for ELLs, action research for advocacy in teacher education and in classrooms, and engaging co-advocates, among other relevant topics. This is a wonderful contribution to the TESOL field and beyond."- Luciana C. de Oliveira, University of Miami; President (2018-2019), TESOL International Association, USA"Advocacy in English Language Teaching and Learning shows us the what, the why, and the how to effectively advocate for all students. The authors are engaged in research and practice, advocacy and instruction, administration and service on behalf of English learners. This book is a forum of multiple approaches, a demonstration of a range of actions, and a platform for the real stories of English learners in our schools."- Paul Boyd-Batstone, California State University Long Beach, USA"Linville and Whiting’s edited volume is an important, timely, and unique advocacy resource….It goes beyond viewing advocacy within the formal setting of schooling or in connection to policy changes. It emphasizes the recognition of particular linguistic and sociocultural positions of EL learners and illustrates the importance of family and community involvement and engagement. Thus, this book is an act of advocacy in itself."- Polina Vinogradova, TESOL Journal 11(4)

• Part I: Overview of Advocacy 1. Advocacy Skills for Teachers: "A Real Careful Little Dance" 2. Problematizing Advocacy: Definitions, Alignments, and Expansions Part II: Preparing Teacher Advocates 3. Beyond the Philosophy Statement: Bringing Advocacy Center Stage in TESOL Teacher Education 4. Building Advocacy Capacity in a Teacher Training Program 5. Cultivating a Sense of Critical Consciousness in Teacher Candidates within a Community-Based Adult ESL Program 6. Action Research for Advocacy in a Supervised Teaching Seminar Part III: Advocacy in Action 7. Exploring Advocacy in an Elementary ESL Afterschool Program in the United States: Empirically, What's There? 8. Language Advocate Alliances: Families and Educators United to Support English 9. Moving Away from the Margins: Publication of International Voices as a Tool for Advocacy 10. Action Required: The Adult Educator as Activist 11. A Framework for Asset-focused Advocacy in Adult ESL Education 12. Making the Path by Walking Together: A Collaborative Approach to Advocacy Part IV: Advocating with Specific EL Populations 13. Advocating for Indigenous Hispanic EL Students: Promoting the Indigenismo Within 14. A Mother’s Advocacy: Lessons for Educators of Long-term EL Students 15. From Majority to Minority: Advocating for English Learners from the African Diaspora

Heather A. Linville is Associate Professor and Director of TESOL at the University of Wisconsin, La Crosse, USA. James Whiting is Professor of Applied Linguistics and Coordinator of the graduate TESOL program at Plymouth State University, USA.

"…[T]he book underscores that advocacy can and must happen at all levels of our practice: from our daily interactions with our students and colleagues to working to change state law and federal policy. It also challenges us to accept the grave responsibility for advocacy we have as TESOL professionals... The book gives us the language and the tools to speak up and speak out on behalf of our students and our colleagues."- Ester de Jong, University of Florida"This book is a much needed collection for teachers and teacher educators in need of resources to develop their knowledge base about advocacy in English language teaching and learning. The authors provide different perspectives about issues related to advocacy for emergent to advanced bilingual students who are or have been classified as English language learners (ELLs). Authors address the preparation of teachers to advocate for ELLs, action research for advocacy in teacher education and in classrooms, and engaging co-advocates, among other relevant topics. This is a wonderful contribution to the TESOL field and beyond."- Luciana C. de Oliveira, University of Miami; President (2018-2019), TESOL International Association, USA"Advocacy in English Language Teaching and Learning shows us the what, the why, and the how to effectively advocate for all students. The authors are engaged in research and practice, advocacy and instruction, administration and service on behalf of English learners. This book is a forum of multiple approaches, a demonstration of a range of actions, and a platform for the real stories of English learners in our schools."- Paul Boyd-Batstone, California State University Long Beach, USA"Linville and Whiting’s edited volume is an important, timely, and unique advocacy resource….It goes beyond viewing advocacy within the formal setting of schooling or in connection to policy changes. It emphasizes the recognition of particular linguistic and sociocultural positions of EL learners and illustrates the importance of family and community involvement and engagement. Thus, this book is an act of advocacy in itself."- Polina Vinogradova, TESOL Journal 11(4)

• Part I: Overview of Advocacy 1. Advocacy Skills for Teachers: "A Real Careful Little Dance" 2. Problematizing Advocacy: Definitions, Alignments, and Expansions Part II: Preparing Teacher Advocates 3. Beyond the Philosophy Statement: Bringing Advocacy Center Stage in TESOL Teacher Education 4. Building Advocacy Capacity in a Teacher Training Program 5. Cultivating a Sense of Critical Consciousness in Teacher Candidates within a Community-Based Adult ESL Program 6. Action Research for Advocacy in a Supervised Teaching Seminar Part III: Advocacy in Action 7. Exploring Advocacy in an Elementary ESL Afterschool Program in the United States: Empirically, What's There? 8. Language Advocate Alliances: Families and Educators United to Support English 9. Moving Away from the Margins: Publication of International Voices as a Tool for Advocacy 10. Action Required: The Adult Educator as Activist 11. A Framework for Asset-focused Advocacy in Adult ESL Education 12. Making the Path by Walking Together: A Collaborative Approach to Advocacy Part IV: Advocating with Specific EL Populations 13. Advocating for Indigenous Hispanic EL Students: Promoting the Indigenismo Within 14. A Mother’s Advocacy: Lessons for Educators of Long-term EL Students 15. From Majority to Minority: Advocating for English Learners from the African Diaspora