Enhancing Cultural and Linguistic Awareness Through an International Teaching Experience

2018 ◽  
pp. 280-299 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea Miller Emerson ◽  
Arsenio F. Silva
Keyword(s):  
Preservice Teachers ◽  
Teaching Experience ◽  
Linguistically Diverse ◽  
The United States ◽  
Host Family ◽  
Italian School ◽  
Diverse Backgrounds ◽  
International Teaching ◽  
Study Abroad Program ◽  
Summer Study

The population of students in the United States is becoming increasingly diverse. At the same time, we live in highly interconnected global society with complex world problems. Thus, teachers need to prepare students to live and work collaboratively with people, locally and globally, from diverse background. Yet, how do in-service and preservice teachers support students if they have had limited experiences interacting with and understanding people from diverse backgrounds? This chapter describes a four-week summer study-abroad program in Italy, in which preservice teacher lived with a host family and observed and taught in an Italian school. It presents findings about what preservice teachers learned from (1) living with a host family, (2) observing in an Italian school, (3) becoming a culturally and linguistically diverse learner, and (4) teaching.

Walk With Me

2020 ◽  
pp. 535-554 ◽  
Author(s):  
Minda Morren López ◽  
Tara A. Newman
Keyword(s):  
Preservice Teachers ◽  
Linguistically Diverse ◽  
The United States ◽  
Multilingual Students ◽  
Linguistically Diverse Students ◽  
Community Mapping ◽  
Short Term Study ◽  
Five Elements ◽  
Literacy Teacher Education ◽  
Study Abroad Program

Effectively preparing teachers to work with culturally and linguistically diverse students has been a persistent issue in literacy teacher education in the United States for the past several decades. To prepare preservice teachers to work effectively with all students, including emerging bilinguals, and to engage in culturally sustaining pedagogies, this chapter presents a form of community mapping authors call “caminatas,” which was implemented in a short-term study abroad program for preservice teachers. Examples are provided of ways in which the caminatas promote culturally sustaining pedagogies for preservice teachers as well as increased understandings of teaching multilingual students through the five elements of revised indigenous framework. It is crucial to provide preservice teachers spaces for working with and alongside their students in local communities to build relationships and knowledge of how to develop culturally sustaining pedagogies with and for their students.

scholarly journals Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

2018 ◽  
Vol 23 (1) ◽  
pp. 84-105 ◽  
Author(s):  
Erik Jon Byker ◽  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Mixed Methods Research ◽  
Research University ◽  
The United States ◽  
Global Competencies ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program ◽  
The Impact

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article’s theoretical frame for the investigation of the impact of this study abroad program. The study’s participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States ( N = 21). Using a mixed-methods research design, the study examined the participants’ perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers’ global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

Health Communication: Implications for Diverse Populations

2011 ◽  
Vol 18 (1) ◽  
pp. 12-19
Author(s):  
Amy Hasselkus
Keyword(s):  
Health Care ◽  
Health Communication ◽  
Negative Impact ◽  
Linguistically Diverse ◽  
Good Health ◽  
The United States ◽  
Poor Health ◽  
Health Care Decisions ◽  
Diverse Backgrounds ◽  
Health Related

The need for improved communication about health-related topics is evident in statistics about the health literacy of adults living in the United States. The negative impact of poor health communication is huge, resulting in poor health outcomes, health disparities, and high health care costs. The importance of good health communication is relevant to all patient populations, including those from culturally and linguistically diverse backgrounds. Efforts are underway at all levels, from individual professionals to the federal government, to improve the information patients receive so that they can make appropriate health care decisions. This article describes these efforts and discusses how speech-language pathologists and audiologists may be impacted.

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

Equity, Equality, and Standardization: Expanding the Conversations

2017 ◽  
Vol 50 (5) ◽  
pp. 483-501 ◽  
Author(s):  
Elizabeth Cramer ◽  
Mary E. Little ◽  
Patricia Alvarez McHatton
Keyword(s):  
Students With Disabilities ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Board Of Education ◽  
Educational Equality ◽  
Marginalized Groups ◽  
Diverse Backgrounds ◽  
Critical Issues ◽  
Opportunity Gaps

In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.

Value Orientations of Physical Education Preservice and Inservice Teachers

2001 ◽  
Vol 20 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Daniel Behets
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Experience ◽  
The United States ◽  
Value Orientations ◽  
Inservice Teachers ◽  
Physical Educators ◽  
Educational Beliefs ◽  
Descriptive Data ◽  
Years Of Teaching Experience

The purpose of this research was to examine and compare physical educators’ value profiles in Flanders, Belgium. The revised Value Orientation Inventory (Ennis & Chen. 1995) was used to collect data from 274 preservice teachers and 637 inservice teachers at the secondary level. Descriptive data on teachers’ value profiles were consistent with data gathered in the United States by Ennis and colleagues. Years of teaching experience and type of teaching degree were related to differences in values, but gender was not. The value profiles of both preservice teachers and inservice teachers reflected the recently introduced curricular innovations and physical education concepts. The teachers in this study placed a high priority on their social responsibility orientation, not supporting the traditional dominance of the disciplinary mastery orientation. The findings suggest that the process of enculturation and social construction (Pajares, 1992) created educational beliefs that are similar to the value orientations observed in other studies.

The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Brenda L. Barrio ◽  
Yun-Ju Hsiao ◽  
Nydia Prishker ◽  
Callie Terry
Keyword(s):  
Linguistically Diverse ◽  
The United States ◽  
Autism Spectrum ◽  
Culturally And Linguistically Diverse ◽  
Culturally Competent ◽  
Number Of Children ◽  
Wide Range ◽  
Diverse Backgrounds ◽  
Parental Perspectives ◽  
The Impact

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.

Linguistically responsive professional development: An apprenticeship model

2017 ◽  
Vol 21 (1) ◽  
pp. 32-47 ◽  
Author(s):  
Amy Heineke ◽  
Aimee Papola-Ellis ◽  
Sarah Cohen ◽  
Kristin Davin
Keyword(s):  
Professional Development ◽  
United States ◽  
Student Achievement ◽  
Urban Schools ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Dominant Language ◽  
Diverse Backgrounds ◽  
Apprenticeship Model

Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports for culturally and linguistically diverse (CLD) students in 32 urban schools in the United States, we provide readers with pertinent foci and facets to design and implement linguistically responsive practice and PD.

Revisiting the “Decline” in Asian American and Pacific Islander Teachers

2021 ◽  
pp. 089590482110125
Author(s):  
North Cooc ◽  
Grace MyHyun Kim
Keyword(s):  
United States ◽  
Asian American ◽  
English Proficiency ◽  
Pacific Islander ◽  
Linguistically Diverse ◽  
The United States ◽  
Diverse Backgrounds ◽  
Teachers And Students ◽  
Recent Trends ◽  
K 12

More than two decades since the first study to document the shortage of Asian American and Pacific Islander (AAPI) teachers, this paper examines recent trends and factors related to AAPI teacher career choice using the American Community Survey 2013-2017. The results show a continued underrepresentation of AAPI teachers relative to AAPI students at the local and national levels, a pattern similar to Black and Hispanic teachers and students. AAPIs born in the United States with reported higher levels of English proficiency are also more likely to become teachers than AAPIs not born in the United States or those with reported lower levels of English proficiency. The study has implications for attracting and supporting AAPIs from immigrant and linguistically diverse backgrounds into K-12 teaching.

scholarly journals Constructive Disequilibrium and Transformative Pedagogy

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrew Nalani ◽  
Christina Gómez ◽  
Andrew Garrod
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Transformative Learning ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Marshall Islands ◽  
Life Trajectories ◽  
American Students ◽  
Study Abroad Program

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.

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