摘要：This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities.
关键词：language; bilingualism; multilingualism; study abroad; Chile; students as teachers; parents as teachers; teachers as students language ; bilingualism ; multilingualism ; study abroad ; Chile ; students as teachers ; parents as teachers ; teachers as students
