| 书目名称 | Second Language Study Abroad | | 副标题 | Programming, Pedagog | | 编辑 | John L. Plews,Kim Misfeldt | | 视频video | http://file.papertrans.cn/864/863153/863153.mp4 | | 概述 | Emphasizes theoretical and practical curricular and pedagogical means of attaining study abroad learning objectives.Discusses programs and participants concerning various source and receiving countrie | | 图书封面 |  | | 描述 | This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book’s international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.. | | 出版日期 | Book 2018 | | 关键词 | language teaching; second language (L2); study abroad (SA); multilingualism; bilingualism; intercultural | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-319-77134-2 | | isbn_softcover | 978-3-030-08378-6 | | isbn_ebook | 978-3-319-77134-2 | | copyright | The Editor(s) (if applicable) and The Author(s) 2018 |
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Front Matter |
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,Introduction: Shifting Attention to Second Language Study Abroad Programming, Pedagogy, and Partici |
John L. Plews,Kim Misfeldt |
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In the Introduction to this edited collection, Plews and Misfeldt make the case for putting greater attention on second language study abroad (SA) programming, pedagogy, and participant engagement in SA research. They propose a necessary shift towards both focussed theorisations, investigations, and assessments of programming and the engagement of participation as well as accounting for the educational structures and teaching approaches, activities, and materials that support students’ learning on SA. They demonstrate that academic research and scholarship have thus far paid insufficient attention to these topics and argue that it is incumbent on SA researchers to be more broadly curious about the educational circumstances that lead to SA learning rather than reporting outcomes without attending to practitioner and teacher action.
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Positioning Year-Long Study Abroad at the Centre of the Modern Languages Curriculum: Supporting and |
Penny Johnson,Simon McKinnon |
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This chapter focusses on efforts to enhance year-long study abroad (SA) for UK modern languages and cultures students through closer alignment of learning and assessment in a range of destinations worldwide with learning and assessment elsewhere in the programme, and through increased support for social and experiential learning before, during, and after residence abroad. It presents a new system of project-based, culturally focussed formal academic study and assessment and a parallel scheme to provide multimodal blended learning support to help students optimise their social and experiential learning, intercultural development, enterprise skills, and future employability. This chapter argues that acknowledging the importance of both formal and informal learning is needed to allow SA to consolidate its position at the centre of the modern languages degree.
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Lessons from 25 Years of Experimenting with Arabic Study Abroad: Programme Evaluation, Culture, Loca |
Matthew T. Bird,R. Kirk Belnap |
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This chapter documents the Brigham Young University Arabic study abroad (SA) programme in Amman, Jordan, focussing on principles of programme design that have proven beneficial over the course of its ongoing development. This four-month programme is designed to provide students an intensive learning experience with Arabic language and culture and build confidence and facility in speaking and reading. After summarising the history of the programme, the authors share insight regarding the programme’s central role in a degree programme, the value of a vibrant programme evaluation culture, the influence of SA location on programme design, and an intensive reading course focussed on Arabic news sources.
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Student-Centred Second Language Study Abroad for Non-traditional Sojourners: An Anglophone Caribbean |
Ian Craig |
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This chapter focusses on the development of ‘Immersion for Languages’, a credit-bearing course with a second language (L2) study abroad (SA) sojourn as its core experiential component. Analysis of the factors bearing on design of the course elucidate context-specific nuances in the framing of the SA experience for Anglophone Caribbean university students, as against those from more traditional SA source countries. The chapter offers further insight into the necessarily situated character of pedagogical decision-making around L2 SA and seeks to identify the types of reframings required to adapt pedagogies developed in traditional source tertiary systems to a small-state or non-traditional source context. A planned short-term sojourn of one month in the Spanish city of Santander is used to exemplify the pedagogical approach discussed.
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Student Awareness of Teaching and Learning Approaches in Second Language Study Abroad |
John L. Plews,Kim Misfeldt,Feisal Kirumira |
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We explore second language (L2) students’ awareness of teaching and learning approaches used in study abroad (SA). Specifically, we introduced drama-pedagogical and task-based approaches for teaching Canadian undergraduate students L2 German in an intensive short-term SA programme in Germany. We analyse student awareness and perception of these approaches as lived experience in semi-structured curriculum research interviews with 68 participants in a qualitative study conducted in 2010, 2011, and 2012. Results show that students reflect on personally relevant learning processes and linguistic, intercultural, and psychological/developmental learning effects in association with the different approaches used. Our data provide evidence of student awareness of teaching approaches and of a clear commitment to learning when those approaches are also understood and seen to be personally effective.
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Increasing Student Engagement During Study Abroad Through Service Learning: A View from Japan |
Dawn Grimes-MacLellan |
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This chapter explores international study abroad (SA) students who participated in volunteer and service-learning (SL) activities in the northeastern Tohoku region of Japan. It examines how the international students benefitted in many ways from this specific form of SA engagement as they worked alongside their Japanese student peers during a three-day study tour to complete authentic, meaningful, and useful collaborative activities in the service of others. These included an active use of the target language as students engaged in task-based activities that also allowed for a broader range of communicative opportunities. While this chapter discusses the specific context of Japan, this strategy for promoting participant self-efficacy, intercultural understanding, and global awareness through participation in volunteer and SL opportunities has widespread applicability to other SA contexts.
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Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context |
Ana Beaven,Claudia Borghetti |
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This chapter investigates a teaching activity from the European project ., which is titled ‘24 h ERASMUS Life’ and was conducted at the University of Bologna with 33 participants. Students and teachers worked online for six weeks using forums, videoconferences, chat rooms, and a course blog. The authors gathered data from the blog postings and employed thematic analysis, focusing on the students’ language experiences, including identity-related features of language proficiency, linguistic self-concept, and second-language-mediated (L2) personal development. The outcomes of this study contribute to understanding the multifaceted nature of L2 identity development during study abroad and its links to intercultural learning within a non-essentialist theoretical framework. Some pedagogical implications for mobile student preparation are also considered.
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‘I Thought I Was Prepared.’ ERASMUS Students’ Voices on Their Transition from L2 Learners to L2 User |
Sònia Mas-Alcolea |
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This chapter examines the experiences of nine undergraduate students from a university in Catalonia who participated in the ERASMUS exchange programme in three contexts where the presence of English is different: Denmark, Italy, and Wales. Multiple qualitative methods for data collection were used in order to explore the students’ longitudinal view of their transition from being second language (L2) learners to L2 users during the study abroad experience. The participants expected the language requirement set by their home university to guarantee their linguistic well-being as L2 users abroad. Yet, they described this transition as a difficult process, frustrated with being unable, initially, to express themselves and, ultimately, to be themselves in and through an L2. Recommendations are offered for pre-sojourn preparation and in-sojourn reflection.
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Language Teachers on Study Abroad Programmes: The Characteristics and Strategies of Those Most Likel |
Deborah Corder,Annelies Roskvist,Sharon Harvey,Karen Stacey |
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Intercultural communicative language learning and teaching requires teachers to be reasonably interculturally competent. Research indicates the potential of study/residence abroad programmes for the development of intercultural communicative competence (ICC). However, the research focusses largely on students rather than on teachers. This chapter analyses data from a New Zealand (NZ) Ministry of Education–commissioned study into language teachers’ gains from language and culture immersion programmes and the characteristics and strategies likely to increase ICC. Case studies of three NZ teachers’ sojourns between 2008 and 2011 in China, France, and Germany for three weeks, one year, and one month, respectively, are used for in-depth interpretative exploration. Findings indicate a complex interplay of personal and professional identities, worldviews, life experience, psychological and emotional factors, and their implications for professional development.
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Adopt a Class: Engagement and Reflection During the Year Abroad |
Elizabeth A. Andersen,Sophie Stewart |
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This chapter is a case study of three students of modern languages from Newcastle and Northumbria Universities who spent their year abroad, respectively, as an ERASMUS student in Paris, an intern in Berlin, and a teaching assistant in Réunion. They participated in the Adopt a Class project run by Routes into Languages, a project that aims to stimulate and foster interest in languages among secondary school pupils with the students functioning as second language Ideal Self role models. Contact with the adopted class, for an average of one semester, was by email, blog, videoconference, and post. Within the context of research into self-organised learning environments, the chapter explores the extent to which the participation of the students in the Adopt a Class project enhanced their own self-reflection and intercultural learning as well as their professional and personal development.
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Second Language Speaking and Intercultural Friendship Formation in Study Abroad: Experiences and Per |
Rebecca K. Smith |
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This chapter presents data regarding the second language (L2) and intercultural friendship experiences and perspectives of international students studying at a university in the USA. The majority of participants were Chinese, but five other nationalities were also represented. The study covers a 16-week term, which was the first semester in a 4-year extended study abroad (SA) for most participants. The quantitative and qualitative data analyses offer insight into factors that may influence the frequency and type of L2 interaction and intercultural relationships in SA. By understanding these learners’ experiences and perspectives regarding intercultural connections, practitioners may be better equipped to assist SA participants with initiating and maintaining friendship-oriented interactions in the L2 and therefore integrating more fully into the host community.
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Gender as a Cultural and Social Construct in Language Learning During Study Abroad |
Mar Galindo |
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This chapter takes a gender perspective to discuss the language learning process that frequently occurs during a study abroad (SA) experience. Data from international education sources suggest that there is a gender gap in SA. I thus first explore the reasons behind it. Then, I review various studies on gender and language learning during study and residence abroad. I look at both quantitative and qualitative studies exploring issues of identity and socialisation directly influenced by the sojourners’ gender. I suggest that a simple linguistic approach is not enough to account for the complexity of the variables involved and, building on recent research, call for a feminist poststructuralist view of the experience. Finally, I provide some pedagogical recommendations to improve SA programmes from a gender perspective.
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Back Matter |
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