While teachers play an important role in the second language acquisition process, they must work within policy parameters set by other stakeholders who may not be fully knowledgeable of the unique assets these student populations bring to the classroom nor of the academic, language, and cultural needs that must be addressed to help propel them within our school systems. Rather than viewing teachers as passive end users of policymaking, this session, led by Dr. Drew Fagan from the University of Maryland, explores active roles teachers can play in policymaking, using their knowledge of TESOL teaching and research to engage with various stakeholders that enact macro-level policy ultimately affecting our multilingual learners’ equitable access to education.
