TY - JOUR
T1 - Inhabiting the other's world
T2 - Language and cultural immersion for us-based teachers in the dominican republic
AU - Nero, Shondel
N1 - Funding Information:
I’d like to thank the Fulbright-Hays Foundation for funding this project. My gratitude to the faculty and staff at St. John’s University and PUCMM for their efficiency in helping organize and execute this program. Finally, I owe a profound debt of gratitude to all the participants without whom this experience would not have been possible, especially the six focal participants whose voices are heard in this article.
PY - 2009/11
Y1 - 2009/11
N2 - This paper discusses the conception, goals, highlights, and outcomes of a four-week study-abroad seminar in the Dominican Republic (DR) for pre- and in-service teachers of English language learners from the New York metropolitan area. The seminar was designed to have teachers experience first-hand the phases and challenges of second language learning, and enhance understanding of their immigrant students' culture with a view to transform such an experience into culturally responsive pedagogy. The 17 seminar participants all lived with host families while engaging in intensive Spanish language study at a university in the DR and simultaneously taking a graduate course on second language acquisition. Quantitative and qualitative analyses of data sources, including language questionnaires, an intercultural development inventory, culture portfolios, and post-seminar evaluations and interviews showed that participants developed empathy for immigrant students' linguistic struggles, developed a better understanding of the language-learning process, and came to appreciate the complexity of culture and cultural adaptation. The study also underscored the need for teacher education curriculum to be more culturally responsive to the rapidly increasing linguistic and cultural diversity in the student population today.
AB - This paper discusses the conception, goals, highlights, and outcomes of a four-week study-abroad seminar in the Dominican Republic (DR) for pre- and in-service teachers of English language learners from the New York metropolitan area. The seminar was designed to have teachers experience first-hand the phases and challenges of second language learning, and enhance understanding of their immigrant students' culture with a view to transform such an experience into culturally responsive pedagogy. The 17 seminar participants all lived with host families while engaging in intensive Spanish language study at a university in the DR and simultaneously taking a graduate course on second language acquisition. Quantitative and qualitative analyses of data sources, including language questionnaires, an intercultural development inventory, culture portfolios, and post-seminar evaluations and interviews showed that participants developed empathy for immigrant students' linguistic struggles, developed a better understanding of the language-learning process, and came to appreciate the complexity of culture and cultural adaptation. The study also underscored the need for teacher education curriculum to be more culturally responsive to the rapidly increasing linguistic and cultural diversity in the student population today.
KW - Culturally responsive pedagogy
KW - Dominican republic
KW - Immigrant learners
KW - Spanish language immersion
KW - Study abroad
KW - Teacher training
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U2 - 10.1080/07908310903203066
DO - 10.1080/07908310903203066
M3 - Article
AN - SCOPUS:75249099853
SN - 0790-8318
VL - 22
SP - 175
EP - 194
JO - Language, Culture and Curriculum
JF - Language, Culture and Curriculum
IS - 3
ER -