Re-imagining immersion for teachers: exploring the seedlings of decolonial roots within Ecuadorian/United States partnerships

Sharon S. Childs; Rachel Shriver; Magdalena Madany-Saá; Eleanor Leggett Sweeney; Elizabeth Smolcic; Ana Beatriz Loja Criollo; Zoila Yolanda Loja Criollo

doi:10.21832/BARKHU9943

Re-imagining immersion for teachers: exploring the seedlings of decolonial roots within Ecuadorian/United States partnerships

Sharon S. Childs
, Rachel Shriver
, Magdalena Madany-Saá
, Eleanor Leggett Sweeney
, Elizabeth Smolcic
, Ana Beatriz Loja Criollo
, Zoila Yolanda Loja Criollo

Universidad de Cuenca

Pennsylvania State University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

8 Scopus citations

Abstract

This chapter describes elements of a TESL immersion program and uncovers how the people, landscapes and histories of two communities support or inhibit the development of a critical interculturality. Learning to teach English learners is knowledge and skill-based, but importantly it is relational at both institutional and personal levels. In US students’ reﬂections of their experiences, they largely miss the differences between their voluntary and highly supported, ﬁ ve-week experience in Ecuador and an English learner’s experience in a US classroom.

Original language	Spanish (Ecuador)
Title of host publication	Language Teachers Studying Abroad
DOIs	https://doi.org/10.21832/BARKHU9943
State	Published - 2022

Access to Document

10.21832/BARKHU9943

https://www.degruyter.com/document/doi/10.21832/9781788929950-009/html

Cite this

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AU - Loja Criollo, Zoila Yolanda

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