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 microlevel forces. Through our proposed teacher agency model 8 | THE AUTHORS Romina S. Peña-Pincheira is a PhD candidate at Michigan State University. Her research interests are in language teaching and learning, and the intersections of social justice, civic engagement, and | 11 of 13 PEÑA-PINCHEIRA ANd dE COSTA sociopolitical contexts. Currently, her research is focused on the teaching of English as a foreign language considering the sociopolitical context in Chile.

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