“…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context

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.

College English Teaching Reform and Innovation in the Context of Informatization

“…The teaching activities will be designed more compactly in the classroom, so that students can continue to maintain the best learning state. Teachers should also carry out hierarchical teaching methods, which can respect the differences of students, and protect the self-esteem of students, so that each student can be promoted together with the attention and encouragement of teachers [5]. When looking for educational resources, teachers should also adopt the problem situation method, role playing method, group cooperation method, etc.…”

The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan

“…Study abroad programs are often marketed as a vehicle to globalize students' consciousness while holding constant the specifics of individual and collective identities [26]. Such programs are viewed as a strategy for access to a mobile social class [27,28], in which students become cosmopolitan as well as independent, with academic and professional endeavors leading to graduate school, international business and various other opportunities based on gains in social capital. Other programs follow government recommendations for alignment with the needs of home nations in world affairs.…”