Recent global social unrest that stems from historical racial, ethnic, and socioeconomic inequality and inequity has elevated the need for language educators to challenge traditional understandings of and practices in the language classroom. Such a development warrants an examination of language teacher agency in contemporary society. To this end and building on recent work on teacher agency in general education and second language teacher education research, we propose an ecological model to investigate teacher agency. Our ecologically oriented model draws specifically on Pantić’s (2015) model for social justice and the Douglas Fir Group’s (2016) call for an examination of language teaching as impacted by macro-, meso-, and micro-level forces. Through our proposed teacher agency model that represents the multilayered complexity of second language learning and teaching, we seek to advance an educational justice agenda. To illustrate the power and potential of our analytic ecological model to teacher agency for educational justice, we focus on a focal English as a foreign language teacher from Chile, Camila. The article ends with discussion of pedagogical possibilities that can be explored in conjunction with the research model we put forward.

中文翻译：

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面向教育正义的语言教师机构：一个生态模型

最近由历史种族、民族和社会经济不平等和不平等引起的全球社会动荡提高了语言教育者挑战传统语言课堂理解和实践的必要性。这种发展值得对当代社会的语言教师能动性进行考察。为此，在最近通识教育中教师代理和第二语言教师教育研究的基础上，我们提出了一个生态模型来调查教师代理。我们以生态为导向的模型特别借鉴了 Pantić (2015) 的社会正义模型和 Douglas Fir Group (2016) 呼吁对受宏观、中观和微观力量影响的语言教学进行检查。通过我们提议的教师代理模型，该模型代表了第二语言学习和教学的多层次复杂性，我们寻求推进教育公正议程。为了说明我们的分析生态模型对教师机构的教育正义的力量和潜力，我们专注于来自智利的外语教师卡米拉的焦点英语。文章最后讨论了可以与我们提出的研究模型一起探索的教学可能性。