Block II and III

SINGAPORE is made up of one island with 63 surrounding islets. The main island has a total land area of 682 square km. However, its compact size belies its economic growth. In just 150 years, Singapore has grown into a thriving centre of commerce and industry. Singapore is the busiest port in the world with over 600 shipping lines sending super tankers, container ships and passenger liners to share the busy waters with coastal fishing vessels. It is a major oil refining and distribution centre, a major supplier of electronic components, and a leader in shipbuilding and repairing. It has also become one of the most important financial centres of Asia, with more than 130 banks. Business dealings are facilitated by Singapore's superb communications network which links the nation to the rest of the world via satellite, 24-hour telegraph and telephone systems. Located at one of the crossroads of the world, Singapore's strategic position has helped it grow into a major centre for trade, communications and tourism. Singapore is the gateway to Southeast Asia. Unity in diversity is the philosophy of this cosmopolitan city. Singapore's population of almost four million comprises 77% Chinese, 14% Malays, 8% Indians and 1% Eurasians and people of other descent. With this ethnic mix also comes its diverse set of religions. Singapore's skyline boasts the distinctive minarets of mosques, spires of gothic cathedrals, intricate figurines of Hindu temple gods and distinctive roof architecture of Chinese temples. The main religions are Islam, Taoism, Buddhism, Christianity, Hinduism, Sikhism and Judaism. Singapore's tropical climate means that the island is warm and humid all year round.

SINGAPORE , A BRIEF HISTORY
The earliest known mention of

Singapore

was a 3rd century Chinese account which described

Singapore

as "Pu-luo-chung" ("island at the end of a peninsula"). Little is known about the island's history at that time but this matter-of-fact description belies

Singapore

's colourful past. By the 14th century,

Singapore

had become part of the mighty Sri Vijayan empire and was known as Temasek (" Sea Town "). Located at the natural meeting point of sea routes at the tip of the Malay Peninsula ,

Singapore

had long known visits from a wide variety of sea craft, from Chinese junks, Indian vessels, Arab dhows and Portuguese battleships to Buginese schooners. During the 14th century, this small but strategically-placed island had earned a new name - "Singa Pura" (" Lion City "). According to legend, a visiting Sri Vijayan prince saw an animal he mistook for a lion and

Singapore

's modern day name was born.

The British provided the next notable chapter in the

Singapore

story. During the 18th century, they saw the need for a strategic "halfway house" to refit, feed and protect the fleet of their growing empire, as well as to forestall any advances by the Dutch in the region. It was against this political backdrop that Sir Stamford Raffles established

Singapore

as a trading station. The policy of free trade attracted merchants from all over Asia and from as far afield as the

and the Middle East . By 1824, just five years after the founding of modern

Singapore

, the population had grown from a mere 150 to 10,000. In 1832,

Singapore

became the centre of government for the Straits Settlements of Penang, Malacca and

Singapore

. The opening of the Suez Canal in 1869 and the advent of telegraph and steamship increased

Singapore

's importance as a centre for the expanding trade between East and West.

Singapore had been the site of military action in the 14th century when it became embroiled in the struggle for the Malay Peninsula between

Siam

(now

Thailand

), and the Java-based Majapahit Empire. Five centuries later, it was again the scene of significant fighting during World War II.

Singapore

was considered an impregnable fortress, but the Japanese overran the island in 1942. After the war,

Singapore

became a Crown Colony. The growth of nationalism led to self-government in 1959 and on 9 August 1965 ,

Singapore

became an independent republic.

IN THE LOCAL AREA
Only a few minutes walk away, towards the city centre, are the cafes, restaurants and shops of Stranmillis Village . The "Village", as it is known is the home of the Lyric Players Theatre, acclaimed for its adventurous programme policy and its high quality productions. Just beyond the Village are the Botanic Gardens with their renowned Victorian Palm House, an elegant structure of curved glass and cast iron dating from 1839. Adjoining the Botanic Gardens is the Ulster Museum , famous for its collections of antiquities, its art galleries and specialist exhibitions. Next is the Queen’s University of Belfast whose original building from 1849 still forms the Tudor-Gothic facade of the University. Charles Lanyon who designed most of the notable buildings in Belfast designed the University. Just beyond the university area is the bustling nightlife of Belfast ’s "Golden Mile" of entertainment, with its Grand Opera House, Concert Hall, theatres, cinemas and a large variety of restaurants.

THE NATIONAL INSTITUTE OF EDUCATION was formally located at the Bukit Timah Campus in central

Singapore

, which is the cradle of tertiary education in

Singapore

. It started out as Raffles College , a college of Arts and Science, in 1929. In December 2000, NIE shifted into its new, state-of-the-art, SGD$400 million campus on the Nanyang Technological University grounds.

The Computer Services Centre (CSC) provides information technology services to staff, student teachers and teachers in the campus. CSC's role is to promote and support the information communication technology programmes in the area of administration, teacher training and educational research. The wired and wireless network infrastructure enables a distributive computing environment in the campus. Mini computers, networks servers, high-end workstations and network laser printers are integrated with hundreds of personal computers and notebooks. Staff and student teachers are able to access NIE computing resources as well as NTU computing resources like the NTU Library system and other web services from their personal computers. Web services are provided to staff and student teachers so that they can access Internet resources for research, group discussions, communications and sharing of information. Staff and student teachers also can access NIE computing resources through their home Internet connection. The NIE community can easily access a variety of computing services via the student portal or staff portal using a single portal account ID and password. The portal can be customised and personalised to suit the needs of the individual user. The campus is also equipped with wireless LAN facilities such that information is readily accessible from notebooks and PDAs anywhere on the campus.

To integrate the use of IT into the NIE curricula, the Institute has 29 computing laboratories which are divided into (i) specialised laboratories under the charge of respective Academic Groups; and (ii) common access laboratories under the charge of the Centre for User Support. The Institute has 2 laboratories which are Macintosh-based: 1 serves as a Macintosh Centre for the Institute and the other is for English language teaching. Each of the remaining PC-based laboratories is equipped with Pentium machines and all the computer systems are networked and connected to the Internet. The Institute also has a campus-wide network consisting of more than 300 access points. The computing facilities are used to support teaching and learning in the various programmes. They are used to teach student teachers and in-service teachers attending the foundation course module in instructional technology as well as those attending course modules on the integration of IT into the school curriculum subjects. When these facilities are not being used for teaching, they are available to students for project work which includes the creation of computer-based teaching and learning materials.

TEACHER EDUCATION PROGRAMME
The National Institute of Education (NIE) is the sole teacher training institute in

Singapore

. NIE is committed to the vision of being an institute of distinction and its mission of creating a world-class institute renowned for its excellence in teacher education and educational research. The

Singapore

education system has been referred to as being one of the most successful educational systems in the world. This is, in part, due to the sound educational policies and research that shape the curriculum and management practices for schools.

More importantly, it is the passion and perseverance of about 24,900 committed and dedicated teachers in

Singapore

that gives the schools their distinctive character and provides academic success for students! NIE programmes provide academic and professional development for students to become effective beginning teachers in schools. Initial teacher preparation programmes include Bachelor of Arts/Bachelor of Science (Education), Diploma in Education, Postgraduate Diploma in Education. NIE offers the Master of Arts, Master of Science as well as the PhD degree.

STUDENT LIFE
The Nanyang Technological University Students' Union (NTUSU) is the supreme body of students in NTU (including NIE). The NTUSU consists of fourteen constituent bodies, of which the Trainee Teachers' Club is one. The main role of the Trainee Teachers' Club is to promote and safeguard the interests and welfare of student teachers in NIE and organize a range of social, sports, cultural and educational activities for student teachers. The Trainee Teachers' Club comprises eight sub-clubs: Bachelor of Arts Club, Bachelor of Science Club, Chinese Language Education and Research (CLEAR) Club, English Language and Literature (ELL) Club, NIE Green Club, Physical Education and Sports Science Club, Service Learning Club, and Tamil Language Club.

PROGRAM DESCRIPTION
This program provides students with field experience opportunities in schools throughout

Singapore

. The medium of instruction is English, therefore, students interested in this program will have no trouble adjusting to classroom preparation and teaching. You will have exceptional opportunities to work with students, faculty, and parents from ethnically diverse backgrounds: Chinese, Malay, Indian, and other Southeast Asian cultures.

TIME FRAME
Block III – Full semester, spring, beginning January 2. Full week break in February

ELIGIBILITY
Open to all Secondary majors who are in good academic standing. Block III students must have been admitted to the teacher education program at the time of application. Only students who have shown exemplary academic performance should apply for this challenging program.

Singapore

, at the National Institute of Education, along with Singaporean students are as follows: (1) Field experience, (2) Methods course in your content area, (3) Content area courses, and (4) Singaporean cultural diversity.

SCHOOL PLACEMENTS AND SUPERVISION
You will be placed in a secondary school in and around

Singapore

by your supervisor, a professor at the National Institute of Education. Your practicum experience will mirror the requirements needed for Block III classes at SEMO, and follow the same requirements for successful completion of Block III, i.e. Teacher Work Sample, journal, and electronic portfolio requirements. Expectations for teaching will be the same as at SEMO - general class teaching, i.e., preparing lessons and teaching the whole class; identifying a small group of “at risk” students for whom you will design a special curriculum to address “at risk” needs; and acting as an assistant teacher when not teaching by proactively helping the teacher as needed doing classroom teaching. As part of your professional experiences in Block III you will also have opportunities to visit other schools that may have unique and interesting programs, e.g., school taught in Chinese, Tamil, or Malay-medium.

HOUSING AND TRANSPORT
You will live on-campus in a residence hall at the National Institute of Education and share a room with a Singaporean roommate. In the residence hall, you will have access to basic cooking facilities as well as all campus facilities, e.g., library, computer labs, and recreation facilities. You will either use public transportation or walk to your school.

q Airfare - Estimated between US$1200-1800 for round-trip airfare. (this cost will be subsidized by the College of Education )

FINANCIAL ASSISTANCE
There are many ways to finance your trip abroad so that you do not have to pay any money out of your own pocket, provided that YOU begin at least six months before the start of your program. Please note that Southeast is NOT responsible for finding financial assistance for you.

q SEMO scholarships and loans: Any SEMO scholarships or loans that you have that help pay for your education can be applied to this experience since it is a requirement for graduation and state certification. Also, there are several SEMO scholarships specifically designated for study abroad. See: http://www5.semo.edu/international/Wales/scholars.htm

q National Scholarships: There are two national scholarships, IIE ($1000+) and Gilman ($2,400-5,000), which are available. IIE is merit-based, while Gilman is need-based. SEMO students have received both IIE and Gilman. See: http://www5.semo.edu/international

q State Scholarships: There are three state scholarships for education majors administered through the Department of Elementary and Secondary Education (DESE): the Missouri Teacher Education Scholarship, the Missouri Minority Teaching Scholarship, and the Robert C. Byrd Honors Scholarship. For more information about these scholarships go to: http://www.dese.state.mo.us/divteachqual/scholarships

q Mini-grants: Your local service clubs (Rotary, Kiwanis, Jaycees, Zonta, etc.) are always willing to support educational endeavors such as this. By following instructions at: http://www5.semo.edu/international you can learn how to apply for these grants. Many students in the past have benefited from these grants, some having their entire program paid for, others receiving up to $1200.

q Bank account: Open a savings account today and start putting away a few dollars every week. You’d be surprised how much you will have when you are ready to leave for your student teaching experience!

q Graduation and birthday gifts: If you know that graduation and birthday gifts are coming your way, you might suggest that they be in the form of travel-related items such as luggage, travel gear, passport fees, or any other type of expense you might want to cover.

FOR MORE INFORMATION
Dr. Jean Benton, Director of International Programs, College of Education
Southeast Missouri State University
Scully 240
Mailbox – Scully 245
(573) 651-2440
jbenton@semo.edu

DEADLINE FOR APPLICATIONS
April 1 for the Spring program
Send application to Dr. Jean Benton

THE NORTHERN IRELAND PROGRAM

NORTHERN IRELAND is a gloriously green, romantic countryside, with spectacular coasts and mountains; an ancient land with a rich historical and cultural tradition and some of the friendliest people anywhere! Dozens of small towns are hidden away among the green places of the countryside and there are many fishing villages along the shores. Distinctive field patterns are especially striking as are the ruined castles. These were built from the 12th century onwards and are now among Ulster’s finest architectural treasures. Northern Ireland is a small province with three historic cities of Belfast, Londonderry and Armagh; the Mountains of Mourne and Strangford Lough; the Causeway Coast and the Glens of Antrim; the Fermanagh Lakeland in the west and the Sperrin Mountains.

THE CITY OF BELFAST is the capital of Northern Ireland and has a population of nearly half a million people, which is a third of Northern Ireland’s total population. Belfast was the starting point of the industrial revolution in Ulster and the development of industries like linen, rope-making and shipbuilding doubled the size of the town every ten years. It has the world’s largest dry dock and the giant cranes of the shipyard tower over the port. A great deal is being done today to transform the city and the river front. Much of the city centre is pedestrianised, with benches where you can stop to relax and enjoy the sights and sounds. There are many lavish Victorian and Edwardian buildings, with elaborate sculptures over doors and windows that are worth seeing. The main shopping area of Belfast is dominated by the City Hall, built around 1903, in the grand Classical Renaissance style, with an Italian marble interior.

STRANMILLIS UNIVERSITY COLLEGE , QUEEN’S UNIVERSITY, BELFAST ,

NORTHERN IRELAND

UK
Stranmillis is one of the most attractive college campuses in the British Isles . It occupies a completely enclosed site of great natural beauty - the grounds consist of 46 acres of woodland, richly endowed with wildlife. Stranmillis University College was founded in 1922 to provide state-funded training in the northern portion of the then recently partitioned island. Facilities have been much extended and improved in the last seventy years. These now include the Main Building , the Henry Garret Building , the Orchard Building and the Central Building . These provide the administration and the general specialist teaching accommodation. In addition there are modern Halls of Residence and Refectory, a Drama Theatre, Information Technology Centre, Learning Resources Unit, Language and Literacy Workshop, Conference Hall, Library with seating for 300 readers and a stock of over 100,000 items as well as a Language Laboratory. Stranmillis House now contains the Student’s Union , the College Club and various common rooms.

U.S.

students will live on-campus in Stranmillis residence halls, and use local transportation to get to and from schools.

TEACHER EDUCATION PROGRAMME
The College's track record in teacher education since 1922 has been second to none. Teacher education at pre-service and in-service levels is the primary focus. The four year, full-time BEd degree prepares students to teach in nursery, primary and special schools, as well as the BEd for those wishing to teach Business Studies, Religious Studies and Technology and Design in the secondary and further education sectors. One year, full-time PGCE courses are available for intending educational psychologists and Early Years specialists.

The Bachelor of Education degree of Queen’s University comprises a total of 24 modules (6 in each of the four years) of Education and a main subject. For students intending to teach in primary schools, Curriculum Studies forms a third strand to the degree. For students intending to teach in the post-primary sector, a subsidiary subject is studied during the first two years. Main subject – 8 modules, Curriculum studies – 8 modules, Education studies – 6 modules, School based work – 2 modules. Primary students chose one of the following main subjects: art and design, dramatic art with English, English, geography, history, information technology, mathematics, music, physical education, religious studies and science. Students spend 32 weeks in practical training. Secondary students have 10 modules of Main subject, 4 of Subsidiary subject, 8 of Educational studies and 2 of School based work. Secondary students chose one of the following main subjects: business studies, religious studies, or technology and design. Secondary students also chose one of the following subsidiary subjects: English, geography, physical education, music, history, information technology, mathematics, or art, and spend 32 weeks of practical training. The BA (Hons) in Early Childhood Studies degree is offered in response to both national and local recognition of the need for qualified professionals to undertake the demanding and complex roles involved in supporting, caring for and educating young children. It has been developed by a group of experienced professionals in consultation with representatives from the voluntary sector. The course is organised on a modular basis with the students’ workplace experience forming the ‘core’ of the degree. Supporting modules will provide opportunities for the development of the key skills of reflection, analysis and research. Elective tutorials will ensure that the individual needs of students are catered for and fully supported. The degree has been planned as a BA (Hons) in Early Childhood Studies which will provide the essential knowledge and experience for work with young children in a variety of establishments and contexts e.g. inspection and review, childcare, family centre, pre-school and social work.

AT-RISK IN

NORTHERN IRELAND

Two major issues impact educational achievement in

Northern Ireland

. (1) Education is selective. In the final year of primary education, at age eleven, the majority of school pupils sit examinations papers in English, maths and science. On the basis of the results, some thirty percent of the year group are offered a place at a grammar school, to which pupils will proceed to university and professional occupations. The other two-thirds of the population are deemed to have “failed” this first hurdle and will have less prestigious career opportunities (Gallagher, 2003). (2) Education is segregated by religious affiliation. The vast majority of the school population attends schools controlled by the Education or Library Boards which are open to all, but are mostly Protestant children. The other schools are maintained by the Council for Catholic Maintained Schools and attended by only Roman Catholic children. There are a few other schools which are integrated, Irish medium, or independent Christian schools (Gallagher, 2000). Research has found a marked correlation between social disadvantage and achievement. Since 2001, Catholic maintained grammar and secondary schools have out performed Other maintained schools at the A level.

PROGRAM DESCRIPTION
This program provides students with several school practice opportunities: (1) work with children at-risk of failing academically, (2) work in academically advanced schools, (3) work in single-gender schools in and around Belfast ,

Northern Ireland

, or (4) work in a mainstream classroom.

TIME FRAME
Block IV - Second half of fall semester (mid-October to end of semester) or second half of spring semester (mid-March to the end of the semester). 8 weeks total. Arrive back in the states in time for graduation or stay on in Europe and travel independently. Block II and III – Full semester, spring and fall.

ELIGIBILITY
Open to all Early Childhood, Elementary, Special Education, Middle School, and Secondary majors who are in good academic standing. Block IV applicants must have finished all of their professional coursework and blocks, including special blocks such as Early Childhood and Special Education, as well as completion of all professional portfolio/TWS requirements at the end of Block III. Block II and III students must have been admitted to the teacher education program at the time of application. Only students who have shown exemplary academic performance should apply for this challenging program.

SE303 STUDY ABROAD SEMINAR
All students planning to participate in this student teaching opportunity must enroll in this 2-credit course the semester before their Block II, II, or IV semester. This seminar provides students with information about their host culture and the educational system. This course must be successfully completed the semester prior to the study abroad semester.

COLLEGE CLASSES
Block II and III students must have approved, register and make arrangements for their semester program with their SEMO professors during the preceding semester. Block IV students register for student teaching as they would if they were completing their student teaching in Missouri .

SCHOOL PLACEMENTS AND SUPERVISION
Placements for this program are made individually. You will be placed in a primary or secondary school in and around Belfast . Supervision of your student teaching is done by a Stranmillis faculty member. For Block II and III students, the practicum experience mirrors the requirements needed for Block II or III classes, but may not have the exact same structure that it would have at SEMO. You may do more coursework in the first half with more concentrated field experiences in the latter half of the semester, or you may be working one or two days per week in your field setting right away. Expectations for teaching will be the same, e.g., you will engage in general class teaching, i.e., preparing lessons and teaching the whole class; identify a small group of “at risk” students for whom you will design a special curriculum to address “at risk” needs; and act as an assistant teacher when not teaching by being proactive in helping the teacher as needed doing classroom teaching, but not act as a teacher’s aide. You will prepare and hand in all assignments as required by professors, e.g., textbook, field, teacher work sample (TWS), journals, and portfolio assignments. Block IV students will complete 8 weeks of student teaching, i.e., 5 full days per week. As part of your professional experiences in Block II, III, or IV, you will also have opportunities to visit other schools that may have unique and interesting programs, or are taught in other languages.

HOUSING AND TRANSPORT
You will live on-campus in a residence hall at the Stranmillis University College, Queen’s University, Belfast, Northern Ireland, UK, and have access to the cafeteria, either as included in the price of your program (Block IV) or pay as you go (Block II and III). Your accommodation will generally be a single room. In the residence hall, where you will have access to basic cooking facilities as well as campus facilities, e.g., library, computer labs, and recreation facilities. You could have transportation provided to your school, you may be within walking distance, or you may have to use public transportation.

q Personal expenses: Estimated at $2000-3000 based on previous students’ experiences, and current exchange rates in

Northern Ireland

DEADLINE FOR APPLICATIONS
April 1 for the Spring program
October 1 for the Fall program
Send application to Dr. Jean Benton

THE SPAIN PROGRAM

THE PROVINCE OF CASTILE AND LEON is not only the largest region of Spain, but the largest region in the European Union as well. The elevated plain is limited by the mountain ranges Sistema Iberico to the east, Cordillera Central to the south, Cordillera Cantabrica to the north and by Duero river towards Portugal. The province has been a center of Spanish medieval history, and the importance during that epoch is still evident in the many cathedrals, monasteries, castles and fortified towns, many of which are preserved in perfect state. Castilla y Leon also offers natural parks with woods of oaks and cork-oaks. The provincial cuisine is well known for lamb and vegetables. Folk art and popular celebrations show a rich and varied folklore, often of archaic roots and almost unknown to a wider public.

THE CITY OF LEON was founded by the Romans in 68 AD, Leon lies on a fertile plain surrounded by woods, orchards and meadows, and has a population of over 120,000 inhabitants. Within the two cities it encapsulates, i.e. the old medieval part and the modern one that stretches alongside the river, there is an extraordinary historical and artistic heritage. The Roman and medieval walls in between help to highlight the beautiful contrast between the old quarter and the squares, known as the Plaza Mayor and the Plaza del Mercado, and the avenues, modern buildings, parks and gardens that lie to the west. The three most characteristic monuments that stand out for their great artistic value in Leon are the Cathedral, the Collegiate Church of San Isidoro and the Convent of San Marcos. According to the chronicles of pilgrims who were walking to Santiago de Compostela, Leon was a city that was 'full of all happiness' and, consequently, a place of growing trade. Leon marked the eighth stage on the journey on the Camino de Santiago.

IN THE LOCAL AREA
Although León is a town of 150,000 people, you will soon find yourself saying that "It's a pueblo." It has a small town feel, where everyone knows your name. Walking down the Calle Ancha, you will see glimpses of the past (León Gotico) in the old buildings and the walls left over from roman times, right alongside modern buildings. At night, it is imperative that you visit the Barrio Humedo, a mazelike labyrinth of streets filled with tapas bars where you can sample a bit of local flavor including tortilla espanola, jamon, croquetas, morcilla and other local specialties. Spain has a vibrant life, both during the day and at night. By day the towers of magnificent cathedrals and the peaks of the many mountains scrape the sky, and by night the downtowns of most towns fill with people ready for a night out. The atmosphere of the city is that of constant movement. Spanish culture is very social and the Spaniards will often decide to "tomar un café" with a friend they happen to meet while "dando paseos" through the city. Students will be completely immersed in Spanish language and culture while studying in León.

UNIVERSITY OF LEON ,

LEON

SPAIN

The University of Leon began as a Normal School for Teachers in 1843. The current campus of the University of Leon , a comprehensive university, was created in 1979 and is located in the north part of the city. Before that, the university occupied various buildings in the historic quarter where the university began as a Normal School for Teachers in 1843. On this new campus there are about 15,000 students who can choose among 35 different majors from veterinary medicine to economics, law, and education. The campus also has 3 cafeterias, a large library, veterinary clinic, and large sport complex, with 4 tennis courts, one soccer field, one track field, and one stadium, with basketball and volleyball courts inside.

FACULTY OF EDUCATION
The Faculty of Education grants degrees in Speech and Language, Special Education, Physical Education, Early Childhood Education, Music Education, Spanish as a Second Language, and Primary Education, from bachelor’s degrees to doctorates. The program focuses on providing students with the processes of teaching-learning, attending to the prevention and treatment of children with learning difficulties, and academic and professional assessment. The Faculty of Education has established a number of exchanges with universities in other countries.

U.S.

students will live on-campus in university residence halls, and use local transportation to get to and from schools.

AT-RISK IN

SPAIN
Of the 10 million Roma people living in Europe , approximately 700,000 reside in

Spain

. There has been a long history of persecution and marginalization of the Roma, even through the Franco regime, when Roma received no schooling at all. School exclusion and social exclusion were the norm. This did not change until the mid-1970s when part-time schooling was introduced in a number of schools. Since then, adaptation classrooms, bridging schools, special classrooms, remedial education, bi-lingual classrooms, and curricular diversification have taken place, with Roma now being integrated into regular classrooms. Current barriers that exist for providing full inclusion and acceptance of Roma children in schools include racism, xenophobia, and lack of understanding of Roma culture. The main features of Roma culture are: (1) traditions are transmitted orally, (2) all life revolves around the family, where one learns to be a Roma, (3) the education of a Roma child is practical, experiential, learning by doing, (4) Sentimental relationships are especially important, (5) Education is collective, i.e., everyone learns from the elders and they teach the younger ones, (6) important values include experience, initiative, solidarity, one’s word, respect for one’s elders, defense of the family (Etxaberria, 2002).

Another at-risk population that has increased 40% since 1999 is that of immigrant children from Arabic, Chinese, and Latin American countries.

Spain

is not well-equipped to handle this explosion in migration and therefore does not have sufficient teachers trained in Spanish as a second language to properly educate these children. There is also societal resistance to bi-lingual education and government resistance to fund such programs ( Santos , 1999).

PROGRAM DESCRIPTION
This program provides students with two school practice opportunities: (1) work with children at-risk of failing academically, or (2) work in a mainstream classroom.

TIME FRAME
Block II and III – Full semester, spring and fall. First three weeks of program is an intensive Spanish language program.

ELIGIBILITY
Open to all Early Childhood, Elementary, Special Education, Middle School, and Secondary majors who are in good academic standing. Block II and III students must have been admitted to the teacher education program at the time of application. Only students who have shown exemplary academic performance and who have good command of the Spanish language should apply for this challenging program.

Leon

. For Block II and III students, the practicum experience mirrors the requirements needed for Block II or III classes at SEMO. You will be doing your coursework through e-mail communications with professors and via Internet. Expectations for teaching will be the same, e.g., you will engage in general class teaching, i.e., preparing lessons and teaching the whole class; identify a small group of “at risk” students for whom you will design a special curriculum to address “at risk” needs; and act as an assistant teacher when not teaching by being proactive in helping the teacher as needed doing classroom teaching, but not act as a teacher’s aide. You will prepare and hand in all assignments as required by professors, e.g., textbook, field, teacher work sample (TWS), journals, and portfolio assignments. As part of your professional experiences in Block II or III you will also have opportunities to visit other schools that may have unique and interesting programs.

HOUSING AND TRANSPORT
You will live on-campus in the Residencia Emilio Hurtado, University of Leon, Leon, Spain where you will share a flat with two other students, either Spanish students or other international students. In the residence hall, you will have access to basic cooking facilities as well as all campus facilities, e.g., library, computer labs, and recreation facilities. You will either use public transportation or walk to your school.

q Block II and III students should be prepared to pay approximately $1500 for room and board for the semester.

q Personal expenses: Estimated at $2000-3000 based on previous students’ experiences, and current exchange rates in Europe .

DEADLINE FOR APPLICATIONS
April 1 for the Spring program
October 1 for the Fall program
Send application to Dr. Jean Benton