Assessing study abroad students’ intercultural sensitivity with narratives

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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Promoting intercultural competence in study abroad students

European Journal of Psychology of Education ◽

10.1007/s10212-021-00554-0 ◽

2021 ◽

Author(s):

Christian Tarchi ◽

Alessio Surian

Keyword(s):

Study Abroad ◽

Cultural Differences ◽

Active Control ◽

Intercultural Competence ◽

Critical Incident ◽

Conceptual Knowledge ◽

Studying Abroad ◽

Long Time ◽

Short Intervention ◽

Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

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Innovations in Integrating Language Assistants: Inter-Collaborative Learning

Journal of language and Education ◽

10.17323/2411-7390-2018-4-4-54-62 ◽

2018 ◽

Vol 4 (4) ◽

pp. 54-62

Author(s):

Fumie Kato

Keyword(s):

Study Abroad ◽

Language Learners ◽

Native Speakers ◽

The United States ◽

Japanese Language ◽

Japanese Study ◽

Language Classes ◽

One Year ◽

Study Abroad Program ◽

Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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Effect of study abroad on intercultural sensitivity

10.32469/10355/4422 ◽

2006 ◽

Cited By ~ 3

Author(s):

Paula K. Patterson

Keyword(s):

Study Abroad ◽

Intercultural Sensitivity

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Intervening in the intercultural learning of L2 study abroad students: From research to practice

Language Teaching ◽

10.1017/s0261444816000392 ◽

2017 ◽

Vol 51 (3) ◽

pp. 365-382 ◽

Cited By ~ 8

Author(s):

Jane Jackson

Keyword(s):

Study Abroad ◽

Intercultural Sensitivity ◽

Institutions Of Higher Education ◽

Participation Rates ◽

Intercultural Learning ◽

Study Abroad Programs ◽

Global Mindedness ◽

Research Findings ◽

Asian Context ◽

Contemporary Study

As internationalization efforts intensify, institutions of higher education (HE) across the globe are increasing participation rates in study abroad programs. In this paper I argue that international experience alone is often not enough to propel students to higher levels of second language (L2) proficiency, global-mindedness, and intercultural sensitivity. Challenging the ‘immersion assumption’, contemporary study abroad research findings point to the need for interventions to deepen and extend the language and intercultural learning of student sojourners. To optimize the potential of study abroad, it is imperative that more efforts be made to bridge the research–teaching nexus. To underscore this point, I offer examples of two courses for student sojourners that have been inspired by my own research. While both interventions were developed in an Asian context, the approach and methodology may resonate with educators and students in other regions.

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Travel Health Risk Perceptions and Prevention Behaviors of US Study Abroad Students

Journal of Travel Medicine ◽

10.1111/j.1708-8305.2009.00322.x ◽

2009 ◽

Vol 16 (5) ◽

pp. 338-343 ◽

Cited By ~ 37

Author(s):

Laurie B. Hartjes ◽

Linda C. Baumann ◽

Jeffrey B. Henriques

Keyword(s):

Study Abroad ◽

Health Risk ◽

Risk Perceptions ◽

Travel Health ◽

Study Abroad Students

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Chapter 11. Assessing Intercultural Competence in Study Abroad Students

Living and Studying Abroad ◽

10.21832/9781853599125-013 ◽

2006 ◽

pp. 232-256 ◽

Cited By ~ 24

Author(s):

Darla K. Deardorff

Keyword(s):

Study Abroad ◽

Intercultural Competence ◽

Study Abroad Students

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The Hybrid Model

Study Abroad Opportunities for Community College Students and Strategies for Global Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6252-8.ch010 ◽

2019 ◽

pp. 147-157

Author(s):

William David Fell ◽

Siobhan Wright

Keyword(s):

Community College ◽

Study Abroad ◽

Continuing Education ◽

Hybrid Model ◽

International Travel ◽

Small Community ◽

Lifelong Learners ◽

Rural Community College ◽

Study Abroad Students

This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.

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