Document Type

Book Chapter

Publication Date




Post-print: the version of the article having undergone peer review but prior to being published


Bilingual, Multilingual, and Multicultural Education | Education | Language and Literacy Education


As more teacher education programs commit to developing critically conscious educators, it has become increasingly important to provide teacher candidates with opportunities to engage in critical actions within authentic contexts. To this end, the TESOL program in partnership with community stakeholders instituted a language program, where candidates were provided opportunities to explore the role of advocacy in their work through engaging in iterative dialogic reflections with their students. This chapter illustrates how the candidates came to embrace their role as agentive forces that strived to contribute to the empowerment of their learners to advocate for themselves within their own communities.


Original publication information: Molina, S. C., (2019) “Cultivating a Sense of Critical Consciousness in Teacher Candidates within a Community-based Adult ESL Program” in H. A. Linville, J. Whiting (Eds.). Advocacy in English Language Teaching and Learning. New York: Taylor & Francis.