ABSTRACT
Ample literature documents the need for teachers to be advocates for English learners (ELs). Teacher candidates need to not only be aware of the need for advocacy and to develop a disposition to advocate, but they also need to develop advocacy skills and confidence in using those skills. This chapter presents an advocacy framework and reports on the results of a study revealing the relationship focus of the advocacy skills used by 15 in-service English as a second language (ESOL) teachers as they advocate for ELs. The study also reveals that most of the ESOL teachers learned their advocacy skills on the job. Based on these results, recommendations for preparing teacher candidates as EL advocates are given.
