Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction by Ali Fuad Selvi & Nathanael Rudolph

Author:Ali Fuad Selvi & Nathanael Rudolph
Language: eng
Format: epub
Publisher: Springer Singapore, Singapore

6 Limitations and Future Directions

While the present glocal engagement experience was not able to achieve all of the goals identified at the beginning of the study, there were milestone accomplishments that would not have been possible if the preservice teachers did not have this opportunity. Similar to previous teacher intercultural competence studies with incidental negative outcomes or partially miseducative experiences (e.g., Burant and Kirby 2002; Pence and Macgillivray 2008; Pray and Marx 2010), some of the preservice teachers’ existing beliefs were perpetuated or were resistant to change throughout the study. For example, some continued to view L1 with suspicion. In addition, none appeared to extend their conceptualization of language diversity beyond Spanish. However, there was still critical transformation in other areas, such as a better understanding of ELLs’ language needs, intellectual capacity, and collection of specific strategies to better address their language and content needs. This experience challenged the preservice teachers’ existing assumptions of ELLs, their abilities, their weaknesses, and their educational needs. Through this field experience, preservice teachers took on the responsibility of interacting with ELLs, transforming their initial notions which placed the burden of communication on ELLs. Future research should explore how intercultural competence develops over an extended period of time from preservice to inservice teaching. Parallel to expanding globalization and new educational reforms like ESSA in U.S. public schools, we expect to see increasing opportunities for similar glocal engagement projects between public schools and universities. It is our hope that by enhancing their intercultural competence, educators will be in a better position to foster ELLs’ success in U.S. schools.

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