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Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers’ reactions and reflections to participation in a simulation experience held during a teaching/learning experience in México as part of their master’s program in bilingual/ESL education. Findings illustrate great promise in such experiences for teachers, as they encourage critical reflection about the challenges of learning and teaching a second language.

This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes emerged from the data, each of which supported the hypothesis that this 2-week Study in Mexico program can serve as a catalyst for transforming teachers' beliefs about Mexican schools, thereby validating the potential of this program.

The growing number of students limited in English proficiency enrolling in U.S. public schools has led to a critical shortage of bilingual teachers. Districts across the nation have addressed this shortage by employing bilingual paraprofessionals to work under licensed teachers. Currently, school districts work collaboratively with institutions of higher education to develop locally based programs that provide paraprofessionals opportunities to complete the necessary basic education that may lead to a teaching license while they continue their employment as a paraprofessional. This article describes a model that provides social, financial, and academic support to paraprofessionals while they navigate their way through the first 2 years of college. The article also addresses critical factors that contribute to paraprofessionals' success in a college setting.