Homestays as a resource for preservice teachers studying abroad

Using The Prism Model as A Framework for Preparing Educators on Study Abroad

“…All of these refer directly to components that were strategically incorporated into the program as described under "Program Context and Design," referring specifically to the 4week Spanish course at the host university, the education and culture course, integration into the society through the Mapping for Integration assignment, host family stay, field experience at the bilingual school, and, to a lesser extent, the excursions and cultural activities. These findings are consistent with Back et al (2022), Diao et al (2011), He et al (2017), Jarvis and Mady (2021), Nero (2018), Trent (2011, Wernicke (2010), andZhao et al (2009), who also found positive perceptions among their participants. Clearly, more than just the presence of the students in the location, these well-structured inherent components of the program that obligate the students to make maximum use of the opportunity are hugely beneficial.…”

“…To this end, it is essential that the sociocultural and linguistic gains of study abroad programs for educators are closely monitored to ensure that the students are being prepared adequately to provide appropriate BDI for CLD students. An exploration of previous studies on study abroad experiences of education majors revealed various purposes, designs, and issues that were not centered on CLD students but on the general development of teachers' competencies (Allen, 2013;Back et al, 2022;Badstübner & Ecke, 2009;He et al, 2017;Mikulec, 2019;Shiveley & Misco, 2015). Additionally, for the most part, the studies relied on quantitative methods in which pre-determined items were presented to be rated on Likert scales, all of which of course fit their purpose.…”