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A Participatory Narrative Approach to Understanding One English Language Teacher's Relational Advocacy

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Title: A Participatory Narrative Approach to Understanding One English Language Teacher's Relational Advocacy
Language: English
Authors: Amber N. Warren (ORCID 0000-0001-6454-2368), Natalia A. Ward (ORCID 0000-0002-0355-9278), Heidi Booker
Source: TESOL Journal. 6661835 2026 17(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Language Teachers, Second Language Instruction, English (Second Language), Advocacy, Family School Relationship, School Community Relationship, Reflective Teaching
DOI: 10.1002/tesj.70091
ISSN: 1056-7941
1949-3533
Abstract: In this study, we use a participatory narrative approach to trace one English language teacher's journey of relational advocacy building and sustaining "Familia ESL," a responsive network connecting multilingual families, schools, and the community. Through conversations captured in four interview recordings and written exchanges, we collaboratively explored how Heidi (Author 3)'s advocacy work developed organically over time. Drawing on four interviews and written exchanges, we collaboratively examined how Heidi's advocacy extended from classroom concerns into broader efforts including long-term relationship building and community engagement. Framed through a view of advocacy as collaborative and relational, we share this unfolding narrative to illustrate how advocacy, often treated as an individual act, can be understood as inherently relational. At the same time, the participatory process created opportunities for Heidi's own reflection, highlighting how narrative approaches can support teachers' professional growth. By making her efforts visible, we invite teachers and teacher educators into conversation about possibilities for community-embedded work, while emphasizing the need for research that centers the voices of participants as co-creators of both their own work, and the disciplinary knowledge that represents it.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498565
Database: ERIC
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  Data: A Participatory Narrative Approach to Understanding One English Language Teacher's Relational Advocacy
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  Data: <searchLink fieldCode="AR" term="%22Amber+N%2E+Warren%22">Amber N. Warren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6454-2368">0000-0001-6454-2368</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalia+A%2E+Ward%22">Natalia A. Ward</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0355-9278">0000-0002-0355-9278</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heidi+Booker%22">Heidi Booker</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 6661835 2026 17(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: In this study, we use a participatory narrative approach to trace one English language teacher's journey of relational advocacy building and sustaining "Familia ESL," a responsive network connecting multilingual families, schools, and the community. Through conversations captured in four interview recordings and written exchanges, we collaboratively explored how Heidi (Author 3)'s advocacy work developed organically over time. Drawing on four interviews and written exchanges, we collaboratively examined how Heidi's advocacy extended from classroom concerns into broader efforts including long-term relationship building and community engagement. Framed through a view of advocacy as collaborative and relational, we share this unfolding narrative to illustrate how advocacy, often treated as an individual act, can be understood as inherently relational. At the same time, the participatory process created opportunities for Heidi's own reflection, highlighting how narrative approaches can support teachers' professional growth. By making her efforts visible, we invite teachers and teacher educators into conversation about possibilities for community-embedded work, while emphasizing the need for research that centers the voices of participants as co-creators of both their own work, and the disciplinary knowledge that represents it.
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      – SubjectFull: Second Language Instruction
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