Co-Constructing Interculturality Through Field-Based Interactional Learning

• In Event: 28.089 - MTCC Roundtable Session 10
  In Roundtable Session: 28.089-1 - Field Experiences That Prepare Preservice Teachers for Crossing Intercultural Boundaries

Abstract

This study examines affordances and challenges for developing interculturality as pre-service teachers partnered with linguistically diverse high school students in a field-based, interactional learning experience. Informed by sociocultural theory, we analyzed data from audio-recorded interactions among pre-service teachers and high school students, field notes, interviews, and course assignments. We found that pre-service teachers employed three main strategies to develop interculturality: (1) building relationships through empathy and finding commonalities, (2) using wider linguistic repertoire and semiotic resources to communicate, (3) engaging in critical conversations that acknowledged cultural differences, discrimination, and sociopolitical context. We share implications for teacher education in order to better prepare teachers who are culturally responsive and able to support the learning of linguistically diverse students.

Authors

• Carmen Durham, University of Maryland - College Park

• Melinda E. Martin-Beltran, University of Maryland - College Park

• Angélica Montoya-Ávila, University of Maryland - College Park