Not the Students They Were: U.S. Preservice Educators' Changing Perspectives on Teaching English Learners Through a Study Abroad Experience.

This study examines how a two-week study abroad program in Italy influenced the pedagogical understanding and cultural competence of 27 U.S. preservice teachers (PSTs) preparing to work with culturally and linguistically diverse students (CLDs), including English learners (ELs). Through immersive experiences in Italian schools employing pedagogies such as Montessori, Reggio Emilia, Waldorf Steiner, and the International Baccalaureate Primary Years Program, PSTs engaged in teaching, observation, and reflection, which fostered growth in instructional strategies, empathy, and culturally responsive teaching (CRT) philosophies. Findings indicate that the program enhanced PSTs' awareness of effective EL instructional techniques, the importance of social and interpersonal interactions, and their own adaptability and educational philosophies, leading to increased cultural sensitivity and readiness to support diverse learners. Limitations include the Western European cultural context of Italy, the short duration of the program, and reliance on self-reported journal data, suggesting a need for further research in more diverse settings and with mixed methods. The study supports incorporating study abroad and direct experience with CLDs into teacher education to better prepare educators for multicultural classrooms.