Abstract
The goal of this quasi-experimental study completed by a teacher-researcher was to determine how students use their second language (L2) to advocate for themselves in classroom settings. The participants included (n =10) middle school emergent bilingual students and their ESL teacher. The teacher collected data using the General Self-Efficacy Scale and fifteen strategies from the Self-Efficacy Toolkit that is found on the Transforming Education website. The student participants also completed oral and written tasks that were scored using the WIDA Speaking and Writing Interpretive Rubric. The student performance tasks were aligned with the WIDA Can Do Descriptors. The results revealed that middle school ESL students can increase their self-efficacy as a result of direct instruction.
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