How Preservice Teachers’ Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners
DOI:
https://doi.org/10.36366/frontiers.v25i1.346Keywords:
Study Abroad, Preservice Teacher Education, English Language Learners, Perceptions, Education abroadAbstract
This qualitative study examined 16 preservice teachers’ (PSTs) perceptions of “others” before 2 months in Germany, compared perceptions upon return, and attributed shifts to experiences abroad. Data sources were surveys, interviews, and reflections. Transformation theory served as the theoretical lens. PSTs’ pre-travel experiences related to not fitting in, cultural differences, and gender. Abroad, PSTs faced cultural differences and questioned their culture. Perceptual changes centered around language and culture. Changes were based on empathy, advocacy, and an understanding of ELLs. Implications offered are for interpreting experiences in light of teaching, benefits of faculty-led programs, and the use of study abroad to experience otherness.
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References
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Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Taylor, E. W. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44(3), 154-174.
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van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London: Althouse Press.
Walters, L. M., Garii, B., & Walters, T. (2009). Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre-service teacher training. Intercultural Education, 20(S1-2), S151-158.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17, 505-517.
Youngs, C. S., & Youngs, G. A. (2001). Predictors of mainstream teachers’ attitudes toward ESL students. TESOL Quarterly, 35(1), 97-120.
Zainuddin, H., & Moore, R. A. (2004). Engaging preservice teachers in action: research to enhance awareness of second language learning and teaching. Teacher Education and Practice, 17(3), 311-327.
Bessell, A. G., Deese, W. B., & Medina, A. L. (2007). Photolanguage: How a picture can inspire a thousand words. American Journal of Evaluation, 28(4), 558-569.
Cooney, J., & Burton, K. (1986). Photolanguage Australia. Sydney, Australia: Catholic Education Office.
Cushner, K. (2007). The role of experience in the making of internationally-minded teachers. Teacher Education Quarterly, 34(1), 27-40.
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.
Feistritzer, C. E. (2011).Profile of Teachers in the U.S. 2011.Washington, DC: National Center for Education Information. http://www.ncei.com/Profile_Teachers_US_2011.pdf
Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practices. Journal of Teacher Education, 61(3), 225-236.
Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press.
Horsford, S. D., & Sampson, C. (2013). High-ELL-growth states: expanding funding equity and opportunity for English Language Learners. Voices in Urban Education, 37, 47-54. Retrieved from Annenberg Institute for School Reform at Brown University website: http://vue.annenberginstitute.org/sites/default/files/issuePDF/VUE37.pdf
Institute of International Education. (2013). "Top 25 Destinations of U.S. Study Abroad Students, 2010/11 -2011/12." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/LeadingDestinations/2010-12
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students; a qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433-443. doi: 10.1177/002248702237397
Malewski, E., & Phillion, J. (2009). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers. Teaching and Teacher Education, 25, 52-60.
Martinsen, R. (2011). Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94(1), 121-141.
McGaha, J., & Linder, S. M. (2012). The impact of studying abroad on male preservice teachers: A phenomenological investigation. Multicultural Perspectives, 14(3), 163-168.
Menard-Warwick, J., & Palmer, D. (2012). Eight versions of the visit to la barranca: critical discouse analysis of a study abroad narrative from Mexico. Teacher Education Quarterly, 121-138.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222-232.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185-198.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco, CA: Jossey-Bass.
National Center for Education Statistics (NCES). (2011). The nation’s report card. Retrieved from http://nationsreportcard.gov/reading_2011/nat_g4.asp?tab_id=tab2&subtab_id=Tab_3#chart
National Center for Education Statistics (NCES). (2012). The Condition of Education, 2011.U.S. Department of Education. NCES 2011-045 Retrieved from http://nces.ed.gov/FastFacts/display.asp?id=96
Nero, S. (2009). Inhabiting the other’s world: Language and cultural immersion for US-based teachers in the Dominican Republic. Language, Culture, and Curriculum, 22(3), 175-194.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.
Pence, H. M., & Macgillivray, I. K. (2008).The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24, 14-25.
Phillion, J., Malewski, E., Sharma, S., and Wang, Y. (2009), Reimagining the curriculum: Future teachers and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad,18, 323-338.
Polat, N. (2010). A comparative analysis of pre- and in-service teacher beliefs about readiness and self-competency: Revisiting teacher education for ELLs. System, 38, 228-244.
Pray, L., & Marx, S. (2010). ESL teacher education abroad and at home: A cautionary tale. The Teacher Educator, 45, 216-229.
Quinn, S. M. F., Morton, M. L., & Brindley, L. (2011). A window of opportunity: perspectives of preservice teachers from the United States on the customs and practices of teaching in primary schools in England. Teacher Development, 15(1), 37-52. doi: 10.1080/13664530.2011.555223
ResearchWare, Inc. (1988-2007). HyperRESEARCH (Version 2.8). Randolph, MA.
Rodriguez, E. (2011). What pre-service teachers bring home when they travel aboard: rethinking teaching through a short international immersion experience. Scholar Practitioner Quarterly, 5(3), 289-305.
Ross, D. D. (1989). First steps in developing a reflective approach. Journal of Teacher Education, 40(2), 22-30.
Salisbury, M. H., Umbach, P. D., Paulsen, M. B., & Pascarella, E. T. (2009). Going global: understanding the choice process of the intent to study abroad. Research in Higher Education, 50, 119-143. doi: 10.1007/s11162-008-9111-x
Scottham, S., & Barnes, J. (2009). Transformational experiences and deep learing: the impact of an intercultural study visit to India on UK initial teacher education students. Journal of Education for Teaching, 35(3), 257-270. doi: 10.1080/02607470903091294
Sleeter, C. (2008). An invitation to support diverse students through teacher education. Journal of Teacher Education, 59(3), 212-219.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Taylor, E. W. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44(3), 154-174.
Taylor, E. W. (2000). Analyzing research on transformative learning theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 285-328). San Francisco, CA: Jossey-Bass.
Terrill, M. & Mark, D. L. H. (2000). Preservice teachers’ expectations for schools with children of color and second-language learners. Journal of Teacher Education, 51(2), 149-155. doi: 10.1177/002248710005100209
van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London: Althouse Press.
Walters, L. M., Garii, B., & Walters, T. (2009). Learning globally, teaching locally: incorporating international exchange and intercultural learning into pre-service teacher training. Intercultural Education, 20(S1-2), S151-158.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17, 505-517.
Youngs, C. S., & Youngs, G. A. (2001). Predictors of mainstream teachers’ attitudes toward ESL students. TESOL Quarterly, 35(1), 97-120.
Zainuddin, H., & Moore, R. A. (2004). Engaging preservice teachers in action: research to enhance awareness of second language learning and teaching. Teacher Education and Practice, 17(3), 311-327.
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Published
2015-03-15
How to Cite
Medina, A., Hathaway, J., & Pilonieta, P. (2015). How Preservice Teachers’ Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners. Frontiers: The Interdisciplinary Journal of Study Abroad, 25(1), 73–91. https://doi.org/10.36366/frontiers.v25i1.346
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Research Articles
