ESL Teachers’ Acting Agentively Through Job Crafting

Mari Haneda, Brandon Sherman

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Worldwide, countries strive for effective ways to educate migrant children, and the United States is no exception. In this context, this qualitative study examines how a group of ESL teachers in U.S. elementary schools acted agentively and redesigned their work through job crafting (Wrzesniewskum & Dutton, 2001) so as to provide optimal support for English learners. Key findings indicate that, despite institutional constraints, teachers found ways to organize their work to align their practices with their educational goals. In some cases, they were able to negotiate with key school personnel to reconfigure their instructional practices, and in others they created multiple advocacy roles beyond the classroom. Based on our findings, we suggest that, in preparing ESL teachers, attention needs to be paid not only to pedagogy but also to the wider scope of their roles as advocates who navigate the micro-politics of school organization.

Original languageEnglish (US)
Pages (from-to)402-415
Number of pages14
JournalJournal of Language, Identity and Education
Issue number6
StatePublished - Nov 2 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language


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