Intermittent Second-Language Intensification in the Host Culture: An Ethnographic Case Study of a Heritage Speaker in a Study-Abroad Program

2021 ◽  
pp. 43-66
Author(s):  
Christian Abello-Contesse
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Ethnographic Case Study ◽  
Host Culture ◽  
Heritage Speaker ◽  
Study Abroad Program

scholarly journals Study Abroad and Willingness to Communicate: A Case Study at Junior High School

2015 ◽  
Vol 39 (3) ◽  
pp. 3
Author(s):  
Adrian Leis
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Study Abroad ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Willingness To Communicate ◽  
School Students ◽  
Study Abroad Program

The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad program, there were salient decreases observed in the anxiety students felt towards speaking English. Furthermore, as clear differences were seen in international posture, joining the study abroad program also meant that students felt more a part of the global community. Based on these results, the author concludes that traveling abroad for the purposes of study is indeed effective for adolescent learners of English, helping them feel more comfortable using the language as a tool for communication. 本論の目的は、短期海外研修参加者の第2言語におけるWillingness to Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島（2002）によって作成されたアンケートを用い、シドニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったことは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的な姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーションツールとして用いることができるようになったとの結論に達した。

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

From Cultural Immersion to Professional Growth

2017 ◽  
pp. 383-399
Author(s):  
Carrie E. Hong ◽  
Samantha Kopp ◽  
Shanthia Williams
Keyword(s):  
Study Abroad ◽  
Professional Growth ◽  
Classroom Teacher ◽  
Cultural Immersion ◽  
Future Research ◽  
Structured Interviews ◽  
Study Abroad Programs ◽  
Descriptive Case Study ◽  
Study Abroad Program

This chapter presents a case study that explores impacts of the cultural immersion afforded from a study abroad program on teachers' professional growth over time. First, the study examined two teachers' cultural immersion process from their reflections and survey answers collected before, during, after the study abroad. Second, impacts of the study abroad experiences on classroom instruction were explored, using descriptive case study and phenomenology methods. Data from semi-structured interviews and teacher lesson observations were analyzed to explore to what extent the teachers infused diversity and multiculturalism in their instruction. The results of the study describe lived experiences of the two teachers who participated in a summer study abroad program that allowed unique experiences of cultural immersion and professional growth as a classroom teacher. The chapter also includes suggestions for future research that explores impacts of study abroad programs on teachers and their students.

Lessons Learned

2019 ◽  
pp. 120-130
Author(s):  
Taryn Gassner Tangpricha
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Lessons Learned ◽  
Student Enrollment ◽  
Mutual Benefit ◽  
Community Members ◽  
Technical Community ◽  
Study Abroad Program ◽  
Division Department

This chapter conducts a case study of Delaware Technical Community College as it grew its programs from 2009 to present. Despite directive from the President, support and engagement was not widespread across the state: varying by campus, division, department, and instructor. Study abroad leadership was tasked with aligning the program with the college's mission, vision, and strategic directions, and building support internally and externally to boost student enrollment in the study abroad program. By targeting three key groups of stakeholders—students, faculty, and community members—and supporting shared values towards a mutual benefit, Delaware Technical Community College was able to grow its study abroad enrollment by over 400% from 2010 to 2018.

scholarly journals A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom

2004 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Norman Segalowitz ◽  
Barbara Freed ◽  
Joe Collentine ◽  
Barbara Lafford ◽  
Nicole Lazar ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
The United States ◽  
Oral Fluency ◽  
Context Of Learning ◽  
The Individual ◽  
Study Abroad Program

In this paper, we report the results of a study that compared differences in the linguistic gains made by native English-speaking students from the United States who were studying Spanish in one of two different contexts of learning. One was a regular university classroom situation in Colorado; the other was a study abroad program in Alicante, Spain. We examined the gains students made on a number of linguistic dimensions: oral proficiency, oral fluency, grammar, vocabulary, pronunciation, and communication strategies. In addition, we investigated the relationships between these variables and a variety of background factors, including aspects of language learning readiness. As far as we know, this is the first study to examine such a comprehensive array of variables associated with linguistic performance as a function of context of learning. Each of the individual studies that contributed to the full report of this project can be found in a special issue of the journal Studies in Second Language Acquisition edited by Collentine and Freed (2004). When those studies are looked at as a whole, they lead to general interpretations that were not immediately apparent when considering each of the reports separately. In this paper, we review these results, discuss the larger picture that emerges, and speculate on future questions about the effects of the study abroad experience on second language acquisition (see also Freed, Segalowitz & Dewey, 2004, for a related study).

scholarly journals An Exploration of the Cultural Adaptation Process during an International Experience in France

2016 ◽  
pp. 58-71 ◽  
Author(s):  
Nathan W. Conner ◽  
T. Grady Roberts ◽  
James Sterns
Keyword(s):  
Study Abroad ◽  
Group Dynamics ◽  
Cultural Adaptation ◽  
Participant Observation ◽  
Cultural Barriers ◽  
Cultural Learning ◽  
Short Term Study ◽  
Career Growth ◽  
Study Abroad Program

The purpose of this study was to explore how a group of students experienced cultural adaptation during a short-term study abroad program in Paris, France. The intrinsic case study was used and data collection methods included pre-experience questions, reflective journaling, post-experience questions, and participant observation. The grounded theory analysis method was used to identify the following eight stages of cultural adaptation: a) Initial Feelings, b) Cultural Uncertainty, c) Cultural Barriers, d) Cultural Negativity, e) Group Dynamics, f) Academic and Career Growth, g) Feelings throughout the Program, and h) Cultural Growth. Findings indicated that participants experienced cultural adaptation in a non-linear fashion and study abroad facilitators should incorporate and encourage cultural learning.

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