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.

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

2018 ◽  
pp. 1743-1763
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.

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 How Disorienting Experiences in Informal Learning Contexts Promote Cross-Cultural Awareness in Preservice Teachers: Findings From a Study Abroad Program

2012 ◽  
Vol 5 (2) ◽  
pp. 281-294 ◽  
Author(s):  
Suniti Sharma ◽  
Kadriye El-Atwani ◽  
Jubin Rahatzad ◽  
Jason Ware ◽  
JoAnn Phillion ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Informal Learning ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Interpretive Phenomenology ◽  
Studying Abroad ◽  
Learning Contexts ◽  
Study Abroad Program

In this study we discuss how disorienting experiences in informal learning contexts promote cross-cultural awareness in preservice teachers during a study abroad program to Honduras. We used interpretive phenomenology via semi-structured interviews to examine how nine preservice teachers made sense of their experiences studying abroad. We found that immersing preservice teachers in informal learning contexts and diverse cultural settings other than their own fosters new socio-cultural insights in relation to their roles as future educators.

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

Studying Abroad to Inform Teaching in a Diverse Society

2017 ◽  
pp. 52-70
Author(s):  
Carolyn Walker Hitchens ◽  
Patricia Clark ◽  
Anthony Kline ◽  
Winnie Mucherah ◽  
Scott Popplewell ◽  
...  
Keyword(s):  
Elementary Education ◽  
Study Abroad ◽  
Education Program ◽  
General Description ◽  
General Overview ◽  
Studying Abroad ◽  
Diverse Society ◽  
Personal Reflections ◽  
Study Abroad Program ◽  
The Impact

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

Meaningful Language and Cultural Experiences for Future Teachers in Puerto Rico

2016 ◽  
pp. 160-176
Author(s):  
Judith Cruzado-Guerrero ◽  
Gilda Martinez-Alba
Keyword(s):  
Puerto Rico ◽  
Study Abroad ◽  
Implementation Strategies ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Short Term ◽  
Short Term Study ◽  
Puerto Rican Culture ◽  
Travel Abroad ◽  
Study Abroad Program

The authors describe a faculty led study abroad program implemented in Puerto Rico. The short-term study abroad model highlights both design and implementation strategies for travel abroad. This chapter also focuses on the unique cultural and linguistic experiences in Puerto Rico which were planned for college students in an early childhood education teacher preparation program. The chapter addresses the strategies used to facilitate learning about Puerto Rican culture and languages, methods to support students learning dual languages and strategies for working with families, communities, and other professionals. The chapter concludes with lessons learned from this experience and emphasizes both issues and recommendations for faculty who are developing future short-term travel experiences.

The American gaze east

2017 ◽  
Vol 2 (2) ◽  
pp. 175-205 ◽  
Author(s):  
Emma Trentman ◽  
Wenhao Diao
Keyword(s):  
Discourse Analysis ◽  
Study Abroad ◽  
Critical Discourse Analysis ◽  
Language Learners ◽  
21St Century ◽  
Critical Discourse ◽  
Critical Examination ◽  
Intercultural Learning ◽  
Policy Documents ◽  
Studying Abroad

Abstract The 21st century has seen an emphasis in US media and policy documents on increasing the numbers of US students studying abroad and also the amount of US students studying ‘critical’ languages. This paper examines the intersection of these discourses, or the experiences of critical language learners abroad. We analyze this intersection by using critical discourse analysis to examine US media and policy documents and data from students studying Arabic in Egypt and Mandarin in China. This analysis reveals considerable discrepancies between rhetoric and experience in terms of language and intercultural learning. We argue that a critical examination of current discourses of study abroad (SA) reveals that they in fact recreate the colonial map, mask global inequalities, and create a new global elite. We conclude that language and intercultural learning abroad will remain a source of tension until SA students and programs critically engage with these discourses.

scholarly journals Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers

2009 ◽  
Vol 18 (1) ◽  
pp. 323-339 ◽  
Author(s):  
JoAnn Phillion ◽  
Erik L. Malewski ◽  
Suniti Sharma ◽  
Yuxiang Wang
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Lived Experience ◽  
Life Experience ◽  
Field Experiences ◽  
Multicultural Awareness ◽  
Studying Abroad ◽  
Course Work ◽  
Political Relationships ◽  
Starting Point

This article discusses research that indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. With course work and field experiences that are grounded in multicultural life-experience, the authors argue that preservice teachers begin to develop the awareness, sensitivity, and skills they urgently need to bridge the gap between White teachers and their historically underprivileged student populations and to understand the rapidly diversifying classrooms in which they will teach. 

scholarly journals Intragroup Conflict During Study Abroad

2015 ◽  
Vol 5 (3) ◽  
pp. 244-259 ◽  
Author(s):  
Peter Bodycott
Keyword(s):  
Study Abroad ◽  
Short Term ◽  
Intragroup Conflict ◽  
National Group ◽  
Studying Abroad ◽  
Short Term Study ◽  
Negative Effect ◽  
Program Involvement ◽  
Study Abroad Program ◽  
Support Students

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.

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