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.

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.

scholarly journals An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

2019 ◽  
Vol 31 (1) ◽  
pp. 148-168
Author(s):  
Sara A. McComb ◽  
Lorenzo Fedele ◽  
Patrick A. Brunese ◽  
Vicki L. Simpson
Keyword(s):  
Public Health ◽  
Study Abroad ◽  
Learning Outcomes ◽  
Service Sector ◽  
The United States ◽  
Technical Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

scholarly journals Working with Racially, Culturally, and Linguistically Diverse Students, Families, and Communities: Strategies for Preparing Preservice Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 1-22
Author(s):  
Patricia Ann Edwards ◽  
Kristen L White
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Educational Process ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Math Assessment ◽  
Linguistically Diverse Students ◽  
Essential Components ◽  
Do So

One of the most important skills preservice teachers must develop is their ability to build on the knowledge that students bring into classrooms, particularly the knowledge that is shaped by their family, community, and cultural histories. Teacher educators prepare preservice teachers to enter the profession with up-to-date knowledge and skills for improving reading, writing, math, assessment, and other essential components to create excellent schools and responsive classrooms; yet, few prepare teachers to work with racially, culturally, and linguistically diverse students, families, and communities. While teacher educators may agree that parents are important participants in the educational process, they need to move beyond simply acknowledging the importance of parents to accepting the responsibility for preparing preservice teachers to understand the importance of engaging parents in their child’s education and possess the skills to do so. In this article, the authors present a variety of strategies that teacher educators can employ to assist preservice teachers in working with families and children from cultural, ethnic, linguistic, racial, and social-class backgrounds different than their own. 

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.

scholarly journals Meeting The Need For Special Education Teachers For Culturally Linguistically Diverse Students With Disabilities

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
And Training

This paper describes why special education teachers are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  The paper presents innovative approaches to recruiting and training culturally responsive special education teachers.

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.

How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

2012 ◽  
Vol 114 (8) ◽  
pp. 1-44
Author(s):  
Eric Malewski ◽  
Suniti Sharma ◽  
Joann Phillion
Keyword(s):  
Preservice Teachers ◽  
Experiential Learning ◽  
Cultural Awareness ◽  
Field Experience ◽  
Field Experiences ◽  
Cross Cultural ◽  
Collective Case Study ◽  
Diverse Classrooms ◽  
Short Term Study ◽  
Study Abroad Program

Background/Context The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers’ cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers’ observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/Recommendations Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers’ cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers’ understanding of themselves and how to teach culturally and linguistically diverse students.

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