“Maybe What We’ve Done Here in Antigua Is Just the Thing to Combat Global Inequity”: Developing Teachers for Linguistically Diverse Classrooms Through Study Abroad



Utilizing Fairclough (2014) and Alim’s (2010) notion of critical language awareness (CLA), this chapter shares data from a twelve-week summer study abroad (SA) program that took undergraduate education students from Texas to Antigua, Guatemala. The program was designed to prepare preservice teachers to teach in linguistically and culturally diverse classrooms. We drew on the Guatemalan immersion context to support teachers’ development of robust understandings of bi/multilingual language practices and interactional dynamics in diverse classrooms. We argue that the immersion context supported the development of the preservice teachers’ appreciation for language varieties and the societal power dynamics imbued in language practices in and outside of education, both of which are fundamental to preparing prospective teachers for increasingly diverse classrooms.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.The University of Texas at AustinAustinUSA
  2. 2.University of Colorado BoulderBoulderUSA
  3. 3.University of California DavisDavisUSA
  4. 4.Brigham Young UniversityProvoUSA

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