Professional growth_Stance as a language policy maker 

      How much power a teacher has over the curriculum and instruction has been one of my questions as an apprentice teacher since my residency, and it is still a question I am trying to answer to myself as my experience with students of different grades & classroom has broadened. However, regardless of the extent of power a teacher can exert in teaching, I I have learned through my residency that language policy is not an elusive concept that exists only among policy makers; rather, there are language policy makers at every level in education including classroom level and teachers (de Jong, 2011).   With the mind of inquiry of "who plans what (language practice) for whom, how, under what conditions, and for what purpose?" (Cooper in de Jong, 2011, p. 102), I have developed a critical eye of how implicit language policy is implemented on the school level as well as each class room, and navigated ways of how I can intentionally advocate for my ELs inside and outside of classroom. Guillaume (2016) defines lessons taught tacitly through actions and words are implicit curriculum or hidden curriculum as they are not purposefully selected. With the awareness of impact of my interactions through words and actions, I have tried to teach my hidden curriculum by affirming my students' linguistic knowledge and background outside of classroom as well as during instruction. My hope is that my stance as language policy maker will help my students feel empowered about their identity and background, I will continue to reflect on my practice and support the students. 


Personal growth - self-awareness  of identity and culture

      In arguing the fluidity of stance on educational value, Guillaume (2016) argues that teachers need to revise their stance on education with thoughtful reflection and deliberation. This fluid and responsive stance on education also applies to my personal identity as an individual as well as as an educator. I have developed the awareness on the dynamic and ongoing relationship between my language, culture and identity, and my perspective can never be neutral in responding to each process of learning and teaching. Thus, the "inside-out" work of checking my own biases, engaging with self-reflection, and and holding an inquiry stance on my impact on students (Hammond, 2015) will also help evolve my stance on education and support me to continue to grow as a learner.