Student Expectations, Motivations, Target Language Use, and Perceived Learning Progress in a Summer Study Abroad Program in Germany

2009 ◽  
Vol 42 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Tina Badstübner ◽  
Peter Ecke
Keyword(s):  
Study Abroad ◽  
Language Use ◽  
Target Language ◽  
Perceived Learning ◽  
Student Expectations ◽  
Learning Progress ◽  
Study Abroad Program ◽  
Summer Study

scholarly journals Linguistic Loneliness and Study Abroad

2019 ◽  
Vol 31 (1) ◽  
pp. 46-58
Author(s):  
Cynthia Slagter ◽  
Marcie J. Pyper
Keyword(s):  
Study Abroad ◽  
Student Perceptions ◽  
Language Use ◽  
Native Language ◽  
Language Skills ◽  
Social Needs ◽  
Target Language ◽  
Language Test ◽  
Before And After

This article considers the conflict between students’ desire to improve their target language skills and their desire for belonging and community . The stud y, conducted over three years, examines student perceptions of barriers to target language gain during semester long study abroad. Participants completed surveys, took the Versant Language Test before and after their study abroad experience, and partici pated in a post program interview . Results suggest that students experience conflicting priorities in decisions governing native language versus target language use during study abroad. Although some persist in speaking the target language with their co national peers, they find it unsatisfying because they are unable to meet their social needs . Valuing relationships over linguistic improvements, students resort to speaking their native language among themselves during study abroad . The research ers suggest strategies for how to best prepare students to reconcile these tensions.

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication

2015 ◽  
Vol 5 (2) ◽  
pp. 175-187
Author(s):  
Kenneth J. Levine ◽  
Michelle E. Garland
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
International Communication ◽  
Intercultural Communication Competence ◽  
Communication Competency ◽  
Post Test ◽  
Study Abroad Program ◽  
Summer Study

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.

A Multi-University Engineering Summer Study Abroad Program

2006 ◽  
pp. 235-241
Author(s):  
Roger L. King ◽  
Steve Melsheimer ◽  
Roger Moses
Keyword(s):  
Study Abroad ◽  
Study Abroad Program ◽  
Summer Study

scholarly journals Fostering Global Competence through Short-Term Study Abroad

2019 ◽  
Vol 31 (2) ◽  
pp. 139-157
Author(s):  
Theresa Schenker
Keyword(s):  
Study Abroad ◽  
Summer Programs ◽  
Global Competence ◽  
Summer Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Before And After ◽  
Study Abroad Program ◽  
Summer Study

The article summarizes the effects of an eight week short term study abroad program four weeks in the U nited S tates and four weeks in Germany on students’ global competence. Students’ global competence was measured with the Global Competence Aptitude Assessment (GCAA) before and after the eight week summer program. Data was collected from three summer programs and a total of 42 students participa ted in the study. The results indicate that students made statistically significant improvements in several dimensions of global competence but also statistically declined in one area. Suggestions for possible curricular and programmatic changes were made that may be put into place to provide more opportunities for the development of global competence in future iterations of this summer study abroad program.

Quantity of target language contact in study abroad and knowledge of multiword expressions

2019 ◽  
Vol 4 (2) ◽  
pp. 145-167 ◽  
Author(s):  
Klara Arvidsson
Keyword(s):  
Study Abroad ◽  
Language Contact ◽  
Language Use ◽  
Repeated Exposure ◽  
Target Language ◽  
Linguistic Development ◽  
Multiword Expressions ◽  
Contact Information ◽  
Cloze Test

Abstract This study takes a Usage-Based approach to the learning of French multiword expressions (MWEs) in Study Abroad (SA). MWEs are conventionalized form-meaning mappings, for example du coup (‘and so’) and en fait (‘actually’), and are assumed to be learned through repeated exposure. Based on this assumption, the study adopted a pretest/posttest design to explore how quantity of out-of-class target-language (TL) contact predicted the development of MWE knowledge among 41 Swedish students during a semester in France. MWE knowledge was assessed by a modified cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura, 2014). Contrary to expectations, the findings showed that quantity of out-of-class TL contact did not predict gains in MWE knowledge and add further counterevidence for the role of sheer quantity of TL contact for linguistic development in SA.

The Validity of the Portuguese Speaking Test for Use in a Summer Study Abroad Program

Hispania ◽  
1991 ◽  
Vol 74 (3) ◽  
pp. 778 ◽  
Author(s):  
Margo Milleret ◽  
Charles W. Stansfield ◽  
Dorry Mann Kenyon
Keyword(s):  
Study Abroad ◽  
Speaking Test ◽  
Study Abroad Program ◽  
Summer Study

scholarly journals Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy

2016 ◽  
pp. 91-111 ◽  
Author(s):  
Jamie Colwell ◽  
Diane Nielsen ◽  
Barbara A. Bradley ◽  
Mindy Spearman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Language Learners ◽  
Personal Growth ◽  
Lessons Learned ◽  
Italian Language ◽  
Making Sense ◽  
Studying Abroad ◽  
Study Abroad Program ◽  
Summer Study

This chapter studies 21 preservice teachers' blog reflections about working in an Italian classroom and living with a host family during a four-week study abroad program in Northern Italy. During the program, preservice teachers were required to blog about their experiences living and studying abroad using personal blog sites. To encourage more candid reflection about the program, the blog posts could be related to any aspect of the program preservice teachers chose to reflect on. After setting the context of the study through description of the study abroad program and its requirements, the authors present qualitative findings regarding preservice teachers' (a) thoughts related to their observations of Italian classrooms, (b) thoughts related to becoming an Italian language learner, and (c) lessons learned from the study abroad experience. Findings discuss preservice teachers' reflections on making sense of educational and cultural differences, experiences as Italian language learners, and opportunities for professional and personal growth.

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