ABSTRACT
Although ESOL teachers often advocate for their students, little research exists that defines the role of advocacy in ESOL. This chapter outlines teachers’ actions and perceptions of advocacy to problematize the dichotomy of transformative/non-transformative activism by positing a new term, transitive advocacy. By problematizing advocacy, authors seek to construct a richer definition that bolsters teachers’ roles and stakeholders’ expectations of this important, yet unperceived role in the TESOL profession.
