ESL Teachers’ Acting Agentively Through Job Crafting

Mari Haneda, Brandon Sherman

Research output: Contribution to journalArticle

Abstract

Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found ways to organize their work to align their practices with their educational goals. In some cases, they were able to negotiate with key school personnel to reconfigure their instructional practices, and in others they created multiple advocacy roles beyond the classroom. Based on our findings, we suggest that, in preparing ESL teachers, attention needs to be paid not only to pedagogy but also to the wider scope of their roles as advocates who navigate the micro-politics of school organization.

Original languageEnglish (US)
Pages (from-to)402-415
Number of pages14
JournalJournal of Language, Identity and Education
Volume17
Issue number6
DOIs
StatePublished - Nov 2 2018

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teacher
micro-politics
school organization
elementary school
personnel
migrant
classroom
school
Crafting
Group
Wide-scope
Micropolitics
Personnel
Qualitative Study
Elementary School
Education
Migrants
Advocacy
Pedagogy
English Learners

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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ESL Teachers’ Acting Agentively Through Job Crafting. / Haneda, Mari; Sherman, Brandon.

In: Journal of Language, Identity and Education, Vol. 17, No. 6, 02.11.2018, p. 402-415.

Research output: Contribution to journalArticle

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