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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.
Language; Bilingualism; Multilingualism; Study abroad; Chile; Students as teachers; Parents as teachers; Teachers as students
Bilingual, Multilingual, and Multicultural Education | International and Comparative Education | Language and Literacy Education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Fasching-Varner, K. J.,
Stone, M. P.,
Mella, R. M.,
Henriquez, F. O.,
Palma, M. Y.
“…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context.
Edcation Sciences, 9(2),