The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and working with students from different cultural and linguistic backgrounds. "Advancing Teacher Education and Curriculum Development through Study Abroad Programs" is an authoritative reference source for the latest scholarly research on the value of travel abroad programs for pre-service educators, addressing the benefits and opportunities available when teachers gain cultural awareness and a better global understanding. Highlighting theoretical foundations, curriculum innovations, and specific challenges to overcome in the implementation of such programs, this book is an essential reference source for school administrators, university professors, curriculum developers, and researchers in higher education. Following a foreword, preface, and acknowledgments, this book is organized into the following sections and chapters: Section 1: Study Abroad Foundations: (1) Developing a Faculty-Led Study Abroad Program for Education Majors in a Non-English Speaking Country (Barbara A. Bradley, Jamie Colwell, and Mindy Spearman); (2) Innovative Study Abroad Models: Embedding International Experiences in Curricular Development (Tammy M. Milby, Joan A. Rhodes, and Michael R. Scott); (3) Experiential Learning in International Classrooms: A Model for Preservice Teachers (Ann Cunningham); (4) Preparing Culturally Competent Teachers through Faculty-Led Study Abroad (R. McKenna Brown and Stephanie Erin Tignor); and (5) The Importance of Intercultural Learning in Study Abroad (Steven T. Duke). Section 2: Curriculum Innovation and Change: Teaching: (6) Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy (Jamie Colwell, Diane Nielsen, Barbara A. Bradley, and Mindy Spearman); (7) Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes (Patricia A Talbot and Jennifer Jones); and (8) Renewal in the Land of Eternal Spring: Teacher Educators Reflecting on Their Practice (Jeanne Beck Cobb, Tammy Ryan, and B. P. (Barbara) Laster). Section 3: Curriculum Innovation and Change: Language Development: (9) Meaningful Language and Cultural Experiences for Future Teachers in Puerto Rico (Judith Cruzado-Guerrero and Gilda Martinez-Alba); (10) Integrating Study Abroad Curriculum in Teacher Education (Yasemin Kirkgöz); (11) Language Teaching Strategies: Five Countries Compared Through Study Abroad (Gilda Martinez-Alba and Judith Cruzado-Guerrero). Section 4: Curriculum Innovation and Change: Higher Education: (12) Study Abroad in Graduate Adult Learning Curriculum: Enhancing Learning through the Lived-Experience (Robin Rimmer Hurst); (13) International Students' Learning Experience and Learning Outcomes in China through Summer Programs (Jiabin Zhu, Bo Yang, Qunqun Liu, and Bing Chen); and (14) Thoughtfully Preparing Business Students and Faculty for Study Abroad: Strategies for Making the Connection (David Starr-Glass). Section 5: Opportunities and Challenges in the Innovation Process: (15) Post Study Abroad: To Which Reality Should the Teacher Candidates Return? (Shannon L. Melideo); (16) The Benefits and Challenges of Study Abroad in Teacher Education in a Neoliberal Context (Hannah Dockrill, Jubin Rahatzad, and JoAnn Phillion); and (17) Dealing with Reverse Culture Shock for Students Returning from Study Abroad Programs (Amir Manzoor). A compilation of references, a section about the contributors, and an index are included.