This article describes a self-directed autoethnographic research study of how the author moved from a deficit to an asset perspective in working with non-native speakers of English. Reframing this perspective took place by investigating how the author’s lived experiences as an ESL instructor intersected with the learning theories of language learner autonomy, plurilingualism, and internationalization at home to create positive flashpoints. These flashpoints included offering choices, marking learner success, and embedding cultural information into domestic settings. By engaging in these reflections, a widened perspective of moving from English as a second language to English as an additional language was reached. These reflections are shared so that other instructors may also make use of this process to deepen their own perspectives.
Bordonaro, K. (2020). From ESL to EAL: Moving from a Deficit Framework to an Asset Framework. Journal of English Learner Education. (11)1. 33-53.
Retrieved from https://stars.library.ucf.edu/jele/vol11/iss1/3
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons