Some Benefits of an Education Abroad Program for Elementary Preservice Teachers

The most effective teacher education programs with regard to promoting cross-cultural literacy are those that actually immerse preservice teachers in other cultures in other nations for teacher internships (Stachowski and Mahan, 1995). In 1990, Bennett identified cultural immersion as mode for achieving highest level of cross-cultural awareness. Paese (1993) advocated cultural immersion approach by stating that students who participated in study abroad programs developed an appreciation of diversity and how to deal with differences that all teachers face no matter what setting. While implementing a study-abroad program, Osnes-Talyor (1994) noted that only through direct human-to-human contact did we stop thinking of people as representatives of groups and begin to respect them as unique individuals ... (p.8). One of issues currently facing teacher educators is question of how to effectively prepare future teachers for an increasingly diverse student population. According to 1990 U.S. population census, there were over 22 million Hispanics in United State with their population nearly doubling every ten years (Manning & Baruth, 1996). By year 2020, students of color will make up 46% of student population in United States (Banks, 1991). In an effort to meet challenge of preparing teachers for an increasingly diverse classroom environment, Ball State University is committed to offering several international study opportunities for students. As stated in university catalog (Ball State University, 1994), the university has a strong commitment to cultural diversity and international programs, (p. 2). The course of study in elementary teacher preparation at Ball State University requires completion of an early field experience in conjunction with a methods course each year during first three years of four-year program. The campus laboratory school and Muncie public schools provide early field experience placement sites for these freshman, sophomore, and junior year practica. Each practicum emphasizes a different aspect of teaching and contact time with children increases from eight hours during freshman and sophomore years to approximately forty-two hours during junior year. Because a multicultural education course is taught in conjunction with sophomore field experience, EDEL-M (course registration code, EDEL represents education and M represents Mexico) program was created. This program affords preservice teachers option of completing their sophomore field experience requirement during summer semester in Monterrey, Mexico. Program enrollment is limited to twelve students per year and was first implemented in summer of 1994. While enrolled in EDEL-M, preservice teachers receive instruction regarding preparation and delivery of formal lessons to children living in a different culture. It is a life-experience preparation approach regarding elements and issues of multicultural education. Program Description Successful implementation of EDEL-M program is based on coordination of teaching opportunities provided by American School Foundation De Monterrey (ASFM) and university course assignments. Following is a description of learning environment and requirements for program participation. Contributions by ASFM The American School provides elementary classrooms in which EDEL-M students are assigned to complete their early field experience practicums. The instructional program at school during summer is primarily remedial and focuses on language arts instruction. Students are treated as regular faculty members and have access to all school facilities. Most importantly, students have daily contact with children and their teachers from 8 a.m. until 12:15 p.m. for a period of three weeks. Classroom placement sites range from pre-kindergarten through grade six. …