Assessing learning goals for international study abroad and at home.

2016 ◽  
pp. 219-238 ◽  
Author(s):  
Kathryn M. Westcott ◽  
Jenifer Cushman
Keyword(s):  
Study Abroad ◽  
International Study ◽  
Learning Goals ◽  
At Home

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Intercultural Competence ◽  
Competence Development ◽  
Content Type ◽  
Home Institution ◽  
Internationalisation At Home ◽  
International Learning ◽  
At Home

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Fellowships and Grants

PMLA ◽  
1960 ◽  
Vol 75 (4-Part2) ◽  
pp. 157-162
Keyword(s):  
New York ◽  
Study Abroad ◽  
International Education ◽  
International Study

This selected list, compiled primarily for members of the Association, omits prize contests and a number of purely literary fellowships. For larger, more inclusive lists, see A Handbook on International Study (New York: The Institute of International Education, $3.00), Lovejoy—Jones College Scholarship Guide (Milton, Mass.: Theodore S. Jones, 1956), Study Abroad, Vol. xi (UNESCO), and Scholarships, Fellowships and Loans (Boston: Bellman Pub. Co.). See also the article by S. F. Johnson, “Honors and Prizes in the MLA Field,” PMLA, lxvii (Feb. 1952), 37–58.

What difference does it make?

2018 ◽  
Vol 3 (2) ◽  
pp. 191-219 ◽  
Author(s):  
Gianna Hessel ◽  
Robert Vanderplank
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Group Differences ◽  
Exchange Students ◽  
Advanced Level ◽  
Studying Abroad ◽  
Linguistic Proficiency ◽  
At Home

Abstract Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.

The International Study Abroad Experience and Its Effects On Hospitality Students

1989 ◽  
Vol 13 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Robert H. Bosselman ◽  
Jeffrey A. Fernsten ◽  
Peter B. Manning ◽  
Martin Kisseleff
Keyword(s):  
Study Abroad ◽  
International Study ◽  
Hospitality Students

The interplay of individual differences and context of learning in behavioral and neurocognitive second language development

2017 ◽  
Vol 34 (1) ◽  
pp. 67-101 ◽  
Author(s):  
Mandy Faretta-Stutenberg ◽  
Kara Morgan-Short
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Study Abroad ◽  
Cognitive Abilities ◽  
Learning Ability ◽  
Classroom Context ◽  
Online Processing ◽  
Context Of Learning ◽  
At Home

In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and ‘study-abroad’ settings. Learners completed cognitive assessments of declarative, procedural, and working memory abilities. Linguistic assessments aimed at determining behavioral sensitivity and online processing of L2 Spanish syntax were administered before and after a semester of study in either a traditional university classroom context (Experiment 1) or a study-abroad context (Experiment 2). At-home learners evidenced behavioral gains, with no detected predictive role for individual differences in cognitive abilities. Study-abroad learners evidenced behavioral gains and processing changes that were partially accounted for by procedural learning ability and working memory. Taken together, these results provide preliminary insight into how individual differences in cognitive abilities may contribute to behavioral and neural processing changes over time among learners in different natural contexts.

Putting the Anthropological Toolkit to Use in International and Intercultural Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 23-26 ◽  
Author(s):  
Kiran Cunningham
Keyword(s):  
United States ◽  
Service Learning ◽  
Experiential Learning ◽  
Study Abroad ◽  
Student Learning ◽  
International Study ◽  
Intercultural Learning ◽  
Learning Programs ◽  
Enhance Student Learning

In spite of the breadth and depth of anthropologists' knowledge of and experience with intercultural and international dynamics, we have done little as a field to tout this knowledge and its relevance and insert it into broader conversations about study abroad, service-learning, and other kinds of experiential learning. The contributions we do make are more idiosyncratic and happen as a result of anthropologists being in positions of influence in their own institutions. However, we have much to offer these conversations; indeed, given the stakes involved—the increasing number of United States students participating in international study and intercultural service learning programs—one could easily argue that we have an obligation to engage in these conversations, sharing our rich methodological and conceptual toolkit to enhance student learning in international and intercultural contexts.

scholarly journals Gender and Language Learning at Home and Abroad

2009 ◽  
Vol 31 (2) ◽  
pp. 141 ◽  
Author(s):  
Eton Churchill
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
The United States ◽  
Oral Proficiency Interview ◽  
Japanese Male ◽  
Field Notes ◽  
Learning At Home ◽  
At Home

This case study investigates the language learning experiences, both at home and abroad, of a male Japanese high school learner of English. The qualitative data consist of field notes taken in Japan and the United States, interview data, and a semi-structured diary. Proficiency data include an oral proficiency interview (OPI), an institutional TOEFL, a dictation, and a narrative recorded immediately following the study abroad experience. By examining dynamics at different levels of analysis, it is argued that gender played a significant role in shaping short-term and long-term language learning opportunities and outcomes. This case study contributes to the study abroad literature in two ways. First, it adds a case study of a Japanese male to the literature on the gendered experience abroad. Secondly, it allows us to investigate how language study at home and abroad differs for a single learner, and how gender contributes to these differences. 本研究は、一人の日本人男子高校生の日本とアメリカにおける英語学習経験を調査したケーススタディである。日米両国で記録したフィールドノート、インタビュー、記載様式をある程度規定した日記などの質的データを資料とした。習熟度に関する資料としては、OPI と呼ばれる会話測定能力テスト、TOEFL、ディクテーション、留学経験直後に録音した体験談などを使用した。多様なレベルのダイナミクスを検証し、ジェンダーが、短期・長期両方にわたる言語学習の機会と成果を得るために、重要な役割を果たしていることを論じた。本研究は、日本人男性のケーススタディである点、個人においても母国と外国とでは言語学習の方法が異なり、ジェンダーがその違いにどのように影響しているかを探ることができた点において、海外留学体験におけるジェンダーの影響を扱った研究分野に貢献するものである。

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