Abstract
This article presents a community engaged learning experience and its instructional implications for TESOL. The instructional cultures established in policies and practices that dictate college students’ engagement with the “real world” are dependent upon the ways they respond to and translate existing territories in social, cultural, political, and linguistic interactions with multilingual learners and communities. From a Deleuzoguattarian perspective on territorialization and deterritorialization, this article problematizes how college students perceive, and question established norms and taken-for-granted ways of doing emphasizing the importance of reflective practices, ongoing supports for all participants involved, and partnerships with local communities, advocating for a nuanced and context-specific approach to community-engaged TESOL.
Recommended Citation
Cardozo-Gaibisso, L., Stewart, S., Coral Patino, D., & Morman, H. (2026). Establishing New Territorializations in a Community-Engaged TESOL Program: Insights from College Student Experiences. Journal of English Learner Education. (19)2.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss2/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Teacher Education and Professional Development Commons
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