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International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

In this chapter, the author provides empirical research that supports the implementation of DLPs as programs that provide cogitative learning, high academic achievement, and the opportunity to be competitive in a global economy for all students – including culturally and linguistically diverse students – in order to achieve education equity. The author utilizes Arizona as an example of education policy that excludes and further marginalizes language minority students by requiring English proficiency as a requirement to be part of Dual Language Programs (DLPs). Furthermore, the author frames the current education climate and language policy affecting DLPs through an Interest Convergence theoretical lens.

This chapter will focus on how inclusive pedagogic practices can be played out in primary and secondary classrooms where the goal is using languages other than the learners’ home language as both the medium and content of learning (i.e. learning to use language and using languages to learn). This requires an approach which is inclusive, flexible and relates to any context – both languages and subject classrooms. The focus will be on how using an integrated approach to the curriculum, in which languages are used as a tool for learning, has the potential to be motivating and accessible to very diverse learners.

The chapter includes two lessons – the primary lesson plan will expand how simple language can be used to develop and enjoy painting and art with young students and the secondary lesson plan will focus on how a visual approach to thematic or cross-disciplinary work, such as natural disasters, can supplement and support deeper understanding of other areas of the curriculum as well as building confidence in communicating in an alternative language.

While international learning programs have received a great deal of attention and have been found to provide valuable learning experiences for participants interested in developing global leadership competencies (GLCs), they are resource-intensive and variably effective. This chapter examines the relatively unexplored use of assessment center (AC) methodology as a complementary avenue for developing students’ GLCs. Scholarly literature sources pertaining to GLCs and their development, experiential learning theory, and AC methodology are reviewed to develop a conceptual model and propositions related to participants’ learning in an AC designed to develop GLCs. An example is described of one university’s design and facilitation of an AC used to develop students’ GLCs. The role of AC methodology, along with international and other learning experiences for developing students’ GLCs, and recommendations for future research, are discussed.

The changing U.S. demographics, characterized by the rapid growth in immigration (Suarez-Orozco, 2003; U.S. Census Bureau, 2000), and the No Child Left Behind (NCLB) legislation are good reasons to prompt all educational stakeholders to seriously examine the practices of educating learners at risk of educational failure. Among at-risk learners, a significant portion is made up of English language learners (ELLs), especially those who are newcomers (i.e., ELLs who are fairly new to the school community in the United States with little or no English proficiency). The last census revealed that immigration accounts for more than “70% of the growth of the American population,” and that “the foreign born-population reached 30 million” (Portes & Hao, 2004, p. 1). Of this group, Hispanic students comprise the fastest growing group, and among Hispanics born outside the United States, 44.2% drop out from the educational system between the ages of 16 and 24 years (National Center for Education Statistics, 2001). For this reason, discussions and debates on the best way to educate ELLs for effective English language acquisition leading to academic achievement in U.S. schools remain at the forefront of educational debates. At the core of this discussion, the question of whether or not to provide bilingual education services to learners for whom English is not their dominant or native language remains as one of the, if not the, greatest long-standing political, ideological, educational battles in the United States.

This chapter provides the structure of an engaging intercultural, out of class, integrative curricular Somali Immersion Experience (SIE) offered to University of Wisconsin-Eau Claire Education Studies majors and nonmajors who are not exposed to many different races, ethnicities, and people from different cultures because of the demographics of Eau Claire.

SIE participants complete 24 classroom hours and a weeklong immersion into the Somali Community of Minneapolis/St. Paul, Minnesota. Critical Race Theory provides the framework for the coursework. Quantitative data is collected via pre- and post-SIE online surveys and classroom assignments. Qualitative data is collected via summative papers and reflective sessions.

The results indicate that participants develop understanding and knowledge of Somali culture, religious practices, life styles and school lives, as well as their performance in teaching, reading, mathematics, and social studies to nonnative speakers of English. The participants’ preconceived notions about Somalians, Muslims, and Islam were based on what they saw portrayed in the media. After the SIE, participants expressed how much knowledge they gained about best practices in English as a Second Language instruction, communicating: “Somalians and Muslims are a peaceful people.” One participant exclaimed “I have learned more in a week than I have learned during my field teaching experience and more than I have learned by taking a semester long class.”

This chapter offers help to individuals and institutions wanting to improve students’ exposure to diversity through domestic immersions.

Teachers’ ability to identify and link content and language objectives is an important skill. This chapter explores how two-way immersion (TWI) teachers with a mainstream educator negotiated the shift to becoming a language-focused TWI teacher. We argue that it cannot automatically be assumed that these teachers have the knowledge and skills to attend to language issues. Specifically, our study examined how TWI teachers in three schools defined academic language and how they integrated language development into their practice through the use of language objectives. Our qualitative study features a constructivist framework using a thematic analysis of our data, which consisted of individual interviews and surveys with the teachers. Our analysis shows diverse interpretations of academic language and increased awareness of the role of language in their teaching and experienced benefits of making language objectives explicit, as teachers participated in professional development. Selecting and designing specific language-supporting activities, however, continued to be a challenge. We conclude that professional development needs to consider teachers’ different understandings and awareness of the role of language in the classroom. We also note that taking on the role of a language teacher may require a significant shift in assumptions about teaching and learning for teachers with mainstream teacher preparation and experiences and may depend on instructional context.