— Rossella Williams, Department of English
This presentation explores early study abroad experiences described by young, international, female, high school students studying in the United States through the use of meaningful literacy. By exploring their early study abroad experiences, the study
investigates the type of challenges, successes, and transformations the young participants encounter that benefit a wider community of scholars, educators, parents, and students interested in early study abroad programs. I also consider the use of
meaningful literacy instruction in second and foreign language classrooms, offering principles for promoting student agency, self-exploration, and a contextualized learning experience.
— Usree Bhattacharya, Department of English
In this presentation, I will explore issues of social equity and inclusion that influence and shape the lives of young boys at an anathashram (orphanage) in suburban New Delhi, India. The data was collected over the course of an ethnographic study spanning
four years. The investigation focuses on English language ideologies, practices, and policies in the multilingual Indian context, especially as it relates to the marginalized children.
— Gloria Park, Department of English
This presentation examines the life histories of two West African pre-service teachers pursuing their education in the United States. Grounded in Bourdieu’s theory of habitus, capital, and field, the life histories illustrate how their capital
and habitus become contingent on the field(s) (i.e., sites, time, and agents within a specific context) in which they are situated. I conclude with some discussion around working with international teacher candidates.