ABSTRACT
In this chapter, we examine the ways advocacy plays out on a day-to-day basis in an elementary ESL afterschool program designed for immigrant and refugee English learners (ELs). Findings from qualitative data analysis revealed that English language teachers’ understanding and enactment of advocacy in the informal space of an afterschool program was manifested as three main efforts: advocacy as welcoming, advocacy as voicing, and advocacy as promoting student learning. Based on these empirical findings, we suggest implications for pre- and in-service teachers as well as future directions for research on English language teaching (ELT) advocacy in formal and informal spaces.
