2026-09-21T03:07:26Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/120240 2023-09-05 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Witt, Allison Witt, Allison McCarthy, Cameron Kang, Hyun-Sook Liu, Wei 2023-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms The student, Alicia Cabrera-Prado, accepted the attached license on 2023-04-07 at 14:21. The student, Alicia Cabrera-Prado, submitted this Dissertation for approval on 2023-04-07 at 14:27. This Dissertation was approved for publication on 2023-04-10 at 14:51. DSpace SAF Submission Ingestion Package generated from Vireo submission #18931 on 2023-09-01 at 17:08:05 Reimagining U.S. dual language teacher training by teaching abroad Cabrera-Prado, Alicia 2023-04-10 Pre-service Teacher Dual Language Cultural Responsiveness International Student Teaching Teach Abroad Dynamic Bilingualism Critical Consciousness Seeking to improve teacher training to prepare U.S. teachers for culturally and linguistically diverse classrooms, teacher training should include a teach-abroad program. The diversity in classrooms across the U.S. needs to be reflected in the teaching staff, which can cause issues around culture and language. Studies demonstrate that the abroad experience challenges the pre-service teacher’s perceptions of culture. With the advent of internationalization and globalization of education, second language acquisition is a commodity. The advent of Dual Language Instruction further complicates the lack of cultural training for teachers. This case study compares the teaching abroad experiences of 6 teachers at various stages of their careers and how it informs their outlooks and perspectives while in dual language classrooms. Teachers need to enter the classrooms ready for cross-cultural divides, reaching students with multi modalities as well as from diverse linguistic backgrounds. Teaching abroad could serve as a catalyst for pre-service teachers (PSTs) to be ready for transformative multicultural education. The teaching abroad experience can foster empathetic teachers who travel beyond their comfort zones to increase their awareness of the experience of students in the U.S.; pre-service teachers can now better assess the student’s needs emotionally, culturally, and linguistically. The zeitgeist of this era should embrace the idea of global citizenry, it could be possible that second language acquisition is only one piece of the puzzle, the opportunity for U.S. teachers, especially Dual Language teachers to travel and experience other cultures firsthand could prove paramount to seeing this to fruition. Thesis eng https://hdl.handle.net/2142/120240 Copyright 2023 Alicia Cabrera-Prado Ph.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp