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.
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