Abstract
This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.
Highlights
This article provides an empirical context as to the role bi/multi-lingual children and families play in helping pre-service and in-service educators engage difference, for second language learners, through the lens of a longitudinal 15-year-long study abroad program
States and for 25% this trip is their first time on an airplane. 74% of participants identify as white, and over 25% Participants of Color, which is positively disproportionate to other study abroad programs
When asked in a pre-trip interview to describe English Language Learners, participants in the Teaching in Chile study abroad program have given very similar answers over the fifteen years that the program has been in operation
Summary
This article provides an empirical context as to the role bi/multi-lingual children and families play in helping pre-service and in-service educators engage difference, for second language learners, through the lens of a longitudinal 15-year-long study abroad program. We begin with short vignettes describing how the first two authors (Kenny and Michaela) contextualize their own bilingual upbringings and related challenges having German/speaking mothers co-navigating their U.S public school experiences. We explore how those experiences inform our work co-leading an internship-based study abroad program in Chile designed to challenge teachers’ sense of bi-/multi-lingualism, and better engage differences when back in the United States. We provide an overview of the study abroad program as a longitudinal empirical study. We end with implications and a framework for guiding educator engagement with families and children across living and learning contexts
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