scholarly journals A case study of Turkish pre-service teachers of English in an international exchange program: ELF and WE perspectives

2021 ◽  
pp. 435-457
Author(s):  
Işıl Günseli KAÇAR
Keyword(s):  
International Exchange ◽  
Exchange Program

The International Exchange Program

2006 ◽  
Vol 43 (2-3) ◽  
pp. 193-197 ◽  
Author(s):  
Nancy F. Cincotta ◽  
Nicole Tokatlian ◽  
Jane Miller
Keyword(s):  
International Exchange ◽  
Exchange Program

scholarly journals From Unity to Harmony in Diverse World through Global Service-Learning: A Case Study from Korea

2018 ◽  
Vol 59 ◽  
pp. 01028
Author(s):  
Sookyoung Ryu ◽  
Youngwoo Kim
Keyword(s):  
Service Learning ◽  
Global Citizenship ◽  
Cultural Exchange ◽  
Korean Students ◽  
Global Village ◽  
Global Citizens ◽  
Exchange Program ◽  
Global Service Learning ◽  
Diverse World

The purpose of this study is to explore the effect on the development of participant students through Global Service-Learning (GS-L) as global citizens in this diverse world. In multi-cultural and multi-racial contries people has good ways to live in harmony with others different. In Korea, they live in unity with one rational background and with the only one language. The GS-L in Malaysia allowed nine Korean students to have more involved in Malaysian real lives through homestay and cultural exchange program. This cultural exchange program contributed to the better global citizenship education which is considered very important in this global village, adding another exotic nutrient to Korean substantial culture. The experiences in Malaysia enable students to find ways to solve various problems and conflicts with differences as Korea is becoming more and more multi-cultural society.

scholarly journals THE ERASMUS PLUS PROGRAM AS A FACTOR TO INTERNATIONAL COOPERATION IN SCHOOLS: A CASE STUDY

2016 ◽  
Vol 71 (1) ◽  
pp. 44-52
Author(s):  
Magdalena Kugiejko
Keyword(s):  
International Cooperation ◽  
Rural Areas ◽  
Primary Schools ◽  
Careful Analysis ◽  
International Exchange ◽  
Limiting Factor ◽  
International Mobility ◽  
Learning Program ◽  
Is Implementation

Content and methods of education implemented in schools are changing rapidly. One of the reasons fuelling these changes is implementation of such programs like the Lifelong Learning Program (LLP) Erasmus Plus, which motto „Learning for life” is gaining more and more followers. For the purpose of proving this theory, the researcher presents below the profiles of two primary schools (Primary School in Krosno and CEIP Villa Romana in Spain), which participate in this international cultural and educational exchange. The researcher paid special attention to the assumptions of the LLP project, tourism mobility and achievements resulting from the international cooperation between the educational institutions. To present the problem, the researcher used one of the qualitative research methods for case studies. It determined the careful analysis of the individual interviews as well as participating observation of the program coordinators and teachers’ behavior showed how much potential lies in the cooperation of teachers and pupils participating in such educational exchanges. The undertaken research (including interviews with the staff and observation of the projects management) and its analysis confirmed the hypothesis that every type of school, regardless of its location (city or countryside) can benefit from participation in an international exchange. The main limiting factor, noticeable especially in the schools located in rural areas, is the mentality and fear from participation in an international program, challenging the language skills of the staff and resulting in more administrative work. However, the success of the Erasmus Plus program is best measured by the fact that after initial participating, both village schools continued the project in the following years. Key words: case study, Erasmus Plus, international mobility, school education.

Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'

2016 ◽  
Vol 1 (2) ◽  
pp. 29-38
Author(s):  
Susan Oguro ◽  
Angela Giovanangeli
Keyword(s):  
Study Abroad ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Intercultural Competence ◽  
Cultural Responsiveness ◽  
International Exchange ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Program

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

scholarly journals Resource Exchange: A Case Study

1982 ◽  
Vol 1 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Geoffrey Nelson ◽  
Edward M. Bennett ◽  
James Dudeck ◽  
Richard V. Mason
Keyword(s):  
Public School ◽  
School Board ◽  
Service Organizations ◽  
Resource Exchange ◽  
The Public ◽  
Exchange Program ◽  
The University ◽  
Training Opportunities ◽  
And Training

This paper describes a resource exchange program between two human service organizations: a public school board and a university. This case study illustrates the utility of the concept of resource exchange as a response to pressures for the effective management of limited human resources. With an emphasis on mutual goals, needs, and strengths, the resource exchange program expanded resources available to both organizations. For the public school board, new services in the form of primary, secondary, and tertiary prevention programs were developed. For the university, research and training opportunities were created. Finally, the fragmentation between and within the organizations was reduced in correspondence with their increased mutual interdependence.

scholarly journals Nā Kilo ʻĀina: Visions of Biocultural Restoration through Indigenous Relationships between People and Place

2018 ◽  
Vol 10 (10) ◽  
pp. 3368 ◽  
Author(s):  
Kanoeʻulalani Morishige ◽  
Pelika Andrade ◽  
Puaʻala Pascua ◽  
Kanoelani Steward ◽  
Emily Cadiz ◽  
...  
Keyword(s):  
Resource Management ◽  
Management Strategies ◽  
Ecological Systems ◽  
International Exchange ◽  
Exchange Program ◽  
Social Ecological Systems ◽  
Cultural Behavior ◽  
Local Schools ◽  
Social Ecological ◽  
Equitable Outcomes

Within the realm of multifaceted biocultural approaches to restoring resource abundance, it is increasingly clear that resource-management strategies must account for equitable outcomes rooted in an understanding that biological and social-ecological systems are one. Here, we present a case study of the Nā Kilo ʻĀina Program (NKA)—one approach to confront today’s complex social, cultural, and biological management challenges through the lens of biocultural monitoring, community engagement, and capacity building. Through a series of initiatives, including Huli ʻIa, Pilinakai, Annual Nohona Camps, and Kūkaʻi Laulaha International Exchange Program, NKA aims to empower communities to strengthen reciprocal pilina (relationships) between people and place, and to better understand the realistic social, cultural, and ecological needs to support ʻāina momona, a state of thriving, abundant and productive people and places. After 10 years of implementation, NKA has established partnerships with communities, state/federal agencies, and local schools across the Hawaiian Islands to address broader social and cultural behavior changes needed to improve resource management. Ultimately, NKA creates a platform to innovate local management strategies and provides key contributions to guiding broader indigenous-driven approaches to conservation that restore and support resilient social-ecological systems.

International Exchange as a Transformative Learning Experience: A Case Study

2012 ◽  
Vol 21 (3) ◽  
pp. 160-172 ◽  
Author(s):  
Sheena Choi ◽  
Michael Slaubaugh ◽  
Ae-Sook Kim
Keyword(s):  
Transformative Learning ◽  
Learning Experience ◽  
International Exchange

The personal, linguistic, and intercultural development of Chinese sojourners in an English-speaking country

2017 ◽  
Vol 2 (1) ◽  
pp. 80-106 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Developmental Trajectories ◽  
Cultural Barriers ◽  
International Exchange ◽  
Intercultural Development ◽  
Exchange Programs ◽  
Exchange Program ◽  
English Speaking ◽  
Questionnaire Surveys ◽  
Intercultural Engagement ◽  
Depth Interviews

Abstract The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.

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