Inhabiting the other's world

Language and cultural immersion for us-based teachers in the dominican republic

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)175-194
Number of pages20
JournalLanguage, Culture and Curriculum
Volume22
Issue number3
DOIs
StatePublished - Nov 2009

Fingerprint

Dominican Republic
teacher
language
immigrant
linguistics
studies abroad
Spanish language
student
education curriculum
cultural diversity
language acquisition
empathy
English language
learning process
agglomeration area
experience
graduate
questionnaire
university
interview

Keywords

  • Culturally responsive pedagogy
  • Dominican republic
  • Immigrant learners
  • Spanish language immersion
  • Study abroad
  • Teacher training

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

@article{3d46ab111a964a64bedab508577db97e,
title = "Inhabiting the other's world: Language and cultural immersion for us-based teachers in the dominican republic",
abstract = "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.",
keywords = "Culturally responsive pedagogy, Dominican republic, Immigrant learners, Spanish language immersion, Study abroad, Teacher training",
author = "Shondel Nero",
year = "2009",
month = "11",
doi = "10.1080/07908310903203066",
language = "English (US)",
volume = "22",
pages = "175--194",
journal = "Language, Culture and Curriculum",
issn = "0790-8318",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Inhabiting the other's world

T2 - Language and cultural immersion for us-based teachers in the dominican republic

AU - Nero, Shondel

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

UR - http://www.scopus.com/inward/record.url?scp=75249099853&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=75249099853&partnerID=8YFLogxK

U2 - 10.1080/07908310903203066

DO - 10.1080/07908310903203066

M3 - Article

VL - 22

SP - 175

EP - 194

JO - Language, Culture and Curriculum

JF - Language, Culture and Curriculum

SN - 0790-8318

IS - 3

ER -