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

Authors

Kenneth J. Fasching-Varner, University of Nevada, Las VegasFollow
Michaela P. Stone, Louisiana State UniversityFollow
Roberto Mora Mella, Colegio Concepción San PedroFollow
Francisco Olave Henriquez, Colegio Concepción San PedroFollow
Macarena Yacoman Palma, Colegio Concepción San PedroFollow

Document Type

Article

Publication Date

6-18-2019

Publication Title

Edcation Sciences

Publisher

MDPI

Volume

9

Issue

2

First page number:

1

Last page number:

13

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.

Keywords

Language; Bilingualism; Multilingualism; Study abroad; Chile; Students as teachers; Parents as teachers; Teachers as students

Disciplines

Bilingual, Multilingual, and Multicultural Education | International and Comparative Education | Language and Literacy Education

File Format

pdf

File Size

247 KB

Language

English

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Repository Citation

Fasching-Varner, K. J., Stone, M. P., Mella, R. M., Henriquez, F. O., Palma, M. Y. (2019). “…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context. Edcation Sciences, 9(2), 1-13. MDPI.
http://dx.doi.org/10.3390/educsci9020146