Post-Grant Reports


"Estoy Aquí Para Servirles”: Pre-service Teachers Reflect on Advocacy and Service for English Language Learners (ELLs) through a Semester Study Abroad

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Bilingual, Multilingual, and Multicultural Education | Teacher Education and Professional Development


Pre-K through 12th grade teachers are called on to provide all students with enriching and challenging curriculum that honors and values culture, language, and identity, while advocating for all students to reach their goals. Specific attention is needed for Emergent Bilingual (EB) students who have consistently not performed as well as their non-bilingual peers. This three-year research project follows three pre-service teachers as they traveled and studied abroad during a semester in Oaxaca, Mexico then returned to the Pacific Northwest to complete their student teaching experience in classrooms with EB students. They completed their requirements for their teaching licensure and ESOL endorsement. Student teachers in this study were placed in kindergarten, third grade, and fourth grade classrooms. This study presents over seventeen hours of observational data collected during their student teaching experiences. Pre-service teachers’ positive attitudes and beliefs translated into high expectations for students and culturally competent teaching practice.


This research was conducted as part of a Linfield College Student-Faculty Collaborative Research Grant in 2015, funded by the Office of Academic Affairs.

The student collaborator was Mackenzie Smith.

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