Cultural Lessons Learned through Immersion by U.S. Preservice Teachers in Latin America

ABSTRACT

Schools in the United States are servicing more multicultural students than ever before. In order to provide the best schooling possible for these students, preservice training needs to offer training and practice in understanding the diverse needs of multicultural and multilingual students. Teachers need to be prepared by understanding the culture of the students they service in order to provide learning opportunities that speak to all children. One predominant culture being serviced in the U.S. schools is the Latino population. This study looks to define what aspects of Latino culture most impact non-Latino preservice teachers. This study collected qualitative data using a multiple case comparative study and observation notes. This is done through exploring the contributions of preservice teachers who have been immersed in the Latino culture by studying/teaching abroad in Latino countries. According to preservice teachers, building community with, and between, students is a key element in defining the successful schooling needs of Latino children. Additionally, the concept of teaching the whole child provides a better learning outcome for Latino students. By understanding the mindset of the Latino culture, we can better train preservice teachers to resolve the problems associated with cultural bias and substandard schooling for minorities.

KEYWORDS:

• Teacher preparation
• multicultural education
• migration/transnationalism
• parent & community
• preservice
• Latino/a children and families

Disclosure statement

No potential conflict of interest was reported by the author(s).