The complex challenges of delivering a university-wide intercultural mentoring programme for study abroad students

2021 ◽  
Author(s):  
Susan Oguro ◽  
Annie Cottier
Keyword(s):  
Study Abroad ◽  
Intercultural Mentoring ◽  
Study Abroad Students

scholarly journals Promoting intercultural competence in study abroad students

2021 ◽  
Author(s):  
Christian Tarchi ◽  
Alessio Surian
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Active Control ◽  
Intercultural Competence ◽  
Critical Incident ◽  
Conceptual Knowledge ◽  
Studying Abroad ◽  
Long Time ◽  
Short Intervention ◽  
Study Abroad Students

AbstractUniversities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

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.

scholarly journals Travel Health Risk Perceptions and Prevention Behaviors of US Study Abroad Students

2009 ◽  
Vol 16 (5) ◽  
pp. 338-343 ◽  
Author(s):  
Laurie B. Hartjes ◽  
Linda C. Baumann ◽  
Jeffrey B. Henriques
Keyword(s):  
Study Abroad ◽  
Health Risk ◽  
Risk Perceptions ◽  
Travel Health ◽  
Study Abroad Students

The Hybrid Model

2019 ◽  
pp. 147-157
Author(s):  
William David Fell ◽  
Siobhan Wright
Keyword(s):  
Community College ◽  
Study Abroad ◽  
Continuing Education ◽  
Hybrid Model ◽  
International Travel ◽  
Small Community ◽  
Lifelong Learners ◽  
Rural Community College ◽  
Study Abroad Students

This chapter is a case study of Carroll Community College, a small rural community college, and its plan to develop a viable travel program by using a hybrid model. This model includes three distinct cohorts: study abroad students (students who travel and take an associated credit course), lifelong learning students (travelers who take a continuing education course to prepare for the travel experience), and educational tourists (travelers who do not take an associated course). By allowing not only study abroad students but also lifelong learners (often called continuing education students) to participate in an international travel program, Carroll's mission is addressed. This chapter is a case study of how and why Carroll implemented the hybrid model as an example for other small community colleges that might wish to achieve similar results.

Study Abroad Students: Designing Library Services to Meet Their Needs

2009 ◽  
Vol 49 (1-2) ◽  
pp. 187-196 ◽  
Author(s):  
Alica C. White ◽  
Yunshan Ye ◽  
Margaret Guccione
Keyword(s):  
Study Abroad ◽  
Library Services ◽  
Study Abroad Students
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