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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.

Students participated in a 2-week intensive program in the city of Puebla, Mexico. The experience included university course work, cultural field trips, and teaching and observing in Mexican elementary schools. It also included many opportunities to interact and participate in daily life in Puebla. The study examined changes in attitudes about Mexicans and Mexican Americans as well as changes in teachers' stated beliefs about effective teaching methods. While pre/postattitude surveys did not show a shift, there were significant changes in participant perceptions of teaching strategies for Mexican American students. The results suggest that intensive short-term programs such as this one may not demonstrate improved attitudes; however, they may impact classroom strategy use, and this in turn may have a positive impact on English language learners. This multifaceted experience resulted in rather complex outcomes.

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.

This article presents paraeducators' perceptions of the role they play in connecting the school to its community. Forty-nine paraeducators employed in various educational settings participated in focus-group interviews. Paraeducators reported close relationships with students and their parents that provided the basis for the paraprofessionals to act as connectors between parents and teachers, parents and community services, students and teachers, students and their parents, and students and their peers. The participants shared how they provided connections between the student and curriculum by using specific strategies aimed at helping students learn. The study uncovered the barriers that hamper the paraprofessional role as a connector.