Abstract
Regardless of the influx of English Language Learners (ELLs) in public schools, many pre-service and in-service teachers are underprepared to teach them (O'Neal, Ringler, & Rodriguez, 2008). Study abroad experiences, that include a teaching component, may provide an option for teacher candidates wishing to increase their ability to teach ELLs. In May 2014, nine teacher candidates from South Carolina taught for two weeks in an elementary school in central Guatemala. This qualitative study focused on how the experience of teaching in a new country, culture, and context impacted participant perceptions of effective teaching practice, the diverse needs of children, and their role as professional educators. Through a qualitative analysis of their daily journals, individual & group interviews, and participant observation, the researcher found that participants reflected on their pedagogical practice, expanded their empathy for ELLs, and increased their confidence in communicating with ELLs.
Recommended Citation
Vartanian, Lee
(2015)
"Understanding English Language Learners: A Qualitative Study of Teacher Candidates Teaching in Another Country, Culture, and Context,"
Teacher Education Journal of South Carolina: Vol. 8:
No.
1, Article 8.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol8/iss1/8