This chapter reports on a study exploring the developing intercultural awareness of novice ESL teachers as they become border crossers in an English as a Second Language (ESL) teacher preparation program. In addition to learning about instruction of English Language Learners (ELLs), the study abroad experience encouraged teachers to explore their own cultural identities, to develop conceptual understanding of culture and interculturality, to analyze their own L2 learning process in classroom and homestay settings, and to uncover the macro‐social relationships underlying processes of global human migration. Analysis of ethnographic data uncovered how immersion promotes enhanced self‐awareness, frequently bringing about dissonance which in turn leads to transformations in personal identities, changing goals for the future, and a means of gradual socialization into new communities of practice.
2020. Towards a Culturally Reflective Practitioner. In Academic Mobility Programs and Engagement [Advances in Higher Education and Professional Development, ], ► pp. 143 ff.
Pasterick, Michelle L.
2019. Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad. In Redefining Teaching Competence through Immersive Programs, ► pp. 127 ff.
Maeder-Qian, Jingyue
2018. Intercultural experiences and cultural identity reconstruction of multilingual Chinese international students in Germany. Journal of Multilingual and Multicultural Development 39:7 ► pp. 576 ff.
Róg, Tomasz
2017. Cultural Noticing, Language Learning, and Sources of Tension During a Study Abroad Experience Activity Systems Analysis. Journal of Intercultural Communication 17:1 ► pp. 1 ff.
Cho, Hyesun & Lizette Peter
2016. Taking the TESOL Practicum Abroad. In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers [Advances in Higher Education and Professional Development, ], ► pp. 149 ff.
Cho, Hyesun & Lizette Peter
2019. Taking the TESOL Practicum Abroad. In Pre-Service and In-Service Teacher Education, ► pp. 737 ff.
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