Internationalizing the Curriculum through Overseas Study Programs

ADFL Bulletin ◽  
1984 ◽  
pp. 18-19
Author(s):  
R. Vance Savage
2021 ◽  
Vol 14 (9) ◽  
pp. 32
Author(s):  
Setsuko Mori ◽  
Peter Gobel

The present study explored whether two semester overseas study programs had any impact on participants’ language ability and motivation to study English. The language ability, L2 learning motivation and learning attitude of 65 Japanese university students participating in semester-long study abroad programs were measured pre departure and on their return. TOEIC listening and reading tests were used to measure students’ linguistic gains, and possible changes to students’ L2 motivation and attitudes were measured using a survey created specifically for the purpose of this study. Statistical analysis implied a significant effect from the two overseas programs on TOEIC scores and motivation and attitude, with motivational intensity prior to departure being a significant predictor of TOEIC gains. The findings underscore the idiosyncratic nature of studying abroad, and will be of use in designing and implementing post-overseas study programs.


2005 ◽  
Vol 27 (1) ◽  
pp. 95
Author(s):  
Herbert Brauer

This survey research is the first large-scale study to provide a description of short-term overseas study programs implemented by private junior high schools in Tokyo. In addition to fundamental quantitative parameters, this comprehensive survey returned descriptive data from 84% of the private junior high schools in the Tokyo region with programs in 2001 and 2002. This descriptive data included types and details of activities undertaken, program and activity objectives, integration between the overseas study programs and school curricula, follow-up activities, and program evaluation. The survey revealed several innovative programs and activities implemented by these schools and identified areas that might benefit from further research. この調査研究は東京の私立中学校が行っている短期海外研修プログラムについて詳しく説明するものである。この広範囲に渡る調査は、2001年及び2002年における東京地域にある、プログラムを実施している私立中学校の84%から得た、基本的な量的パラメーターの他に、実施された活動のタイプや詳細、プログラムや活動の目的、海外研修プログラムと学校のカリキュラムの調整、追跡活動、そしてプログラムの評価に関する質的なデータに依るものである。この調査により、幾つかの革新的なプログラムや活動が明らかとなり、更なる研究価値の在る分野が確認された。


2005 ◽  
Author(s):  
Sandra Sebre ◽  
Malgozata Rascevska ◽  
Maija Plaveniece
Keyword(s):  

Author(s):  
Tahir Tahir ◽  
Murniati Murniati

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.


Author(s):  
Inga Laizāne

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.


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