Research supports the notion that ESL teachers should not only be language teachers but also English Learner (EL) advocates. Despite evidence that suggests these skills are honed over time in the field, ESL teachers are often asked to exercise these skills immediately in their first year teaching. Thus, preparing individuals for EL advocacy before they become ESL teachers is a necessary component of ESL teacher education. In this paper, we examine a technology-driven simulation experience for ESL teaching candidates (TCs) as part of an online ESL teaching-methods course. We analyze the language of three TCs as they attempt to (re)establish social trust between themselves and the simulated colleague. We found TCs utilized linguistic indexicals to frame the context of the dialogue, and they used components of relational trust to advocate for an EL. We discuss the role of interpersonal skills, content knowledge, and relational trust in advocacy efforts.

研究支持以下观点：ESL教师不仅应该是语言老师，而且应该是英语学习者（EL）的拥护者。尽管有证据表明这些技能在实践中已随着时间而磨练，但ESL教师经常被要求在第一年的教学中立即行使这些技​​能。因此，在个人成为ESL老师之前为EL倡导做好准备是ESL老师教育的必要组成部分。在本文中，我们作为在线ESL教学方法课程的一部分，考察了ESL教学候选者（TC）的技术驱动的模拟体验。我们分析了三个TC试图（重新）建立自己与模拟同事之间的社会信任时的语言。我们发现TC使用语言索引来构建对话的上下文，并且他们使用关系信任的成分来倡导EL。