2 ◆ INTERCULTURAL COMMUNICATION AMONG “INTIMATE STRANGERS” Reality Television and Documentary Study Abroad

2021 ◽  
pp. 51-78
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
Reality Television

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.

The Importance of Intercultural Learning in Study Abroad

2020 ◽  
pp. 923-938
Author(s):  
Steven T. Duke
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
College Graduates ◽  
Intercultural Learning ◽  
Study Abroad Programs ◽  
Intercultural Communication Competence ◽  
Culturally Based ◽  
The World ◽  
Learning Programs ◽  
Lead Study

College graduates in the 2010's will work in a world that is more globalized than ever before. Graduates need to be prepared to work with people from many parts of the world. Study abroad programs offer an ideal context in which teachers-in-training can learn about intercultural communication and different patterns of culturally-based behavior. This chapter first defines a series of key words; including culture, intercultural communication, intercultural communication competence, and intercultural learning. The chapter then provides an in-depth look at intercultural learning programs and courses developed and implemented by a variety of United States universities and study abroad organizations. Intentional, holistic, and research-driven methods of instruction are described. Suggestions and recommendations are also provided. This chapter also advocates that institutions implement cultural mentoring for faculty who lead study abroad programs.

scholarly journals Near Peers Impacting Local Thai Tutors’ Intercultural Communication Competence Development

2021 ◽  
Vol 2020 (1) ◽  
pp. 161
Author(s):  
Brad Deacon ◽  
Kevin Ottoson
Keyword(s):  
Study Abroad ◽  
Intercultural Communication ◽  
Role Models ◽  
Communication Competence ◽  
Structured Interview ◽  
Intercultural Communication Competence ◽  
Local Environments ◽  
Home Context ◽  
Internationalization At Home ◽  
Study Abroad Program

Most study-abroad research has focused on visitors’ development overseas; however, fewer studies have investigated hosts’ development through intergroup contact experience in home environments. This study, which is situated within a larger project, builds on earlier research (see Deacon & Pholboon, 2020) that examined the intercultural communication competence (ICC) development of 8 local Thai tutor hosts (N = 8) who were buddy partnered with 8 Japanese university student visitors during a short-term study-abroad program. In the present study, a qualitative semi-structured interview approach helped to determine the effect and influence that one significant factor, near-peer role models (NPRMs), had on tutor hosts’ cognitive, affective, and behavioral dimensions in their “Internationalization-at-Home” context. Findings revealed the perceived impact that previous senpai tutor NPRMs had had on present tutors’ L2 self-efficacy, imagined and actual cross-cultural friendships, and ICC ability. Implications for effectively supporting hosts’ ICC development in local environments are offered. 従来の留学研究は、訪問者側の成長に焦点を合わせることが多かったが、自国環境における異種集団との接触を通じた受入側の成長を調査する研究は少なかった。本論は、短期留学中の8人の日本人大学生とバディを組んだ受入側8人のタイ人チューター(N=8)を対象とした異文化コミュニケーション能力に関する先行研究(Deacon & Pholboon, 2020) に基づいている。本論は質的な半構造化面接により、身近なロールモデルの存在が 重要な要素として受入側 チューターの「内なる国際化」における認知的、情緒的、行動的な側面に影響を及ぼすことを明らかにした。結果として、過去の先輩チューターのロールモデルが、現チューターの第二言語における自己効力感や、想像上または実際の異文化を超えた友情、そして異文化コミュニケーション能力に影響をもたらすことがわかった。本論は、受入側の異文化コミュニケーション能力の向上を効果的に支援するための示唆を与えるものである。

Developing Intercultural Competence through Glocal Activity Theory Using the Connect-Exchange Study Abroad App

2014 ◽  
pp. 154-173 ◽  
Author(s):  
Rich Rice ◽  
Ben Lauren
Keyword(s):  
Study Abroad ◽  
Activity Theory ◽  
Intercultural Communication ◽  
Design Process ◽  
Intercultural Competence ◽  
Theoretical Foundation ◽  
Cultural Backgrounds ◽  
Computer Tool ◽  
Iterative Design ◽  
Transactional Learning

This chapter lays a theoretical foundation for the development of an emerging model of studying intercultural communication through problem-based study abroad pedagogy. At the center of this model is a new computer tool called the Connect-Exchange App, which is meant to facilitate transactional learning between users with varying cultural backgrounds. To research how different audiences might use the app, the authors draw upon activity theory to guide their iterative design process to facilitate users' deepening glocal, intercultural competence. Developing intercultural competence is a process of iterative experiences connecting, exchanging, and filtering information.

scholarly journals Faculty led study abroad: Influences on student intercultural communication, interprofessional attitudes, and professional identity

2017 ◽  
Vol 7 (11) ◽  
pp. 1
Author(s):  
Lynne Andonian ◽  
Ruth Rosenblum
Keyword(s):  
Study Abroad ◽  
Professional Identity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Program Outcomes ◽  
Professional Programs ◽  
Healthcare Students ◽  
Health Related ◽  
Quantitative Descriptive

Interprofessional education is valued within healthcare professional programs as reflected in accreditation standards and program outcomes as well as college-wide initiatives. Little is known about the relationships between interprofessional attitudes among healthcare students (nursing, occupational therapy, social work), their degree of intercultural communication skills, and their professional identity. Thirty three students participating in interprofessional faculty-led study abroad completed pre- and post- measures of the constructs under study: interprofessional attitudes, intercultural communication, and professional identity. Statistically significant positive relationships were found between interprofessional attitudes and intercultural communication skills which are discussed as well as implications for education and practice. This quantitative, descriptive study explored relationships between the variables which included cultural communication, interprofessional attitudes, and professional identity. This study supports the need for interprofessional exposure and experience for healthcare students. Educational pedagogy and practices will need to be adjusted to allow for increased emphasis on these variables, specifically for students in service-oriented health related fields.

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