Walking in English Learners' Shoes

Abstract

This chapter reports on a university short-term study abroad immersion experience in Costa Rica for preservice teachers. Qualitative data from instructors' field notes and participants' photo blogs, exit interviews, and formal course evaluations were analyzed for evidence of expressions of empathy for English Learners (ELs), resolve to use effective teaching strategies with ELs, personal growth and cross-cultural awareness. Findings show that participants demonstrated empathy that was linked to personal and professional growth as a future teacher. The course's design strategically causing authentic physical and emotional struggles similar to ELs' with purposefully facilitated reflection time to address feelings and experiences was effective in achieving overall course goals.