M. Bournot-Trites, Sandra Zappa-Hollman, V. Spiliotopoulos
Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.
{"title":"Foreign language teachers’ intercultural competence and legitimacy during an international teaching\u0000 experience","authors":"M. Bournot-Trites, Sandra Zappa-Hollman, V. Spiliotopoulos","doi":"10.1075/SAR.16022.BOU","DOIUrl":"https://doi.org/10.1075/SAR.16022.BOU","url":null,"abstract":"\u0000 Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching\u0000 abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated\u0000 Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions\u0000 guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the\u0000 participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic\u0000 content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s\u0000 IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also\u0000 show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44200055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.
{"title":"What difference does it make?","authors":"G. Hessel, R. Vanderplank","doi":"10.1075/SAR.16020.HES","DOIUrl":"https://doi.org/10.1075/SAR.16020.HES","url":null,"abstract":"\u0000 Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from\u0000 mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university\u0000 students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home.\u0000 Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine\u0000 months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS\u0000 applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad\u0000 participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on\u0000 significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to\u0000 facilitate sustained linguistic progress among exchange students, particularly during more extended stays.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research (e.g., Wood, 2010a) suggests that study abroad (SA) and the use of formulaic language (FL), or sequences of words that tend to go together, aid L2 oral fluency. Nonetheless, there is conflicting evidence regarding whether quantity of L2 use abroad is a predictor of language outcomes. This article examines the acquisition of FL by US L2 learners of Spanish (n = 11) who studied abroad in Spain. The study measures the temporal fluency variables and the formula/run ratio of narrative retell tasks pre- and post-SA by L2 learners and native Spanish speakers. The findings indicate that regardless of program type and length, learners produce more FL post-SA, but they are still far from target-like usage. Moreover, participants’ mean length of run is directly related to the formula/run ratio. Lastly, an analysis of language use shows no direct relationship between L2 use abroad and oral fluency outcomes.
{"title":"Acquisition of formulaic sequences in a study abroad context","authors":"Tracy Quan","doi":"10.1075/SAR.17009.QUA","DOIUrl":"https://doi.org/10.1075/SAR.17009.QUA","url":null,"abstract":"\u0000 Research (e.g., Wood, 2010a) suggests that study abroad (SA) and the use of formulaic\u0000 language (FL), or sequences of words that tend to go together, aid L2 oral fluency. Nonetheless, there is conflicting evidence\u0000 regarding whether quantity of L2 use abroad is a predictor of language outcomes. This article examines the acquisition of FL by US\u0000 L2 learners of Spanish (n = 11) who studied abroad in Spain. The study measures the temporal fluency variables\u0000 and the formula/run ratio of narrative retell tasks pre- and post-SA by L2 learners and native Spanish speakers. The findings\u0000 indicate that regardless of program type and length, learners produce more FL post-SA, but they are still far from target-like\u0000 usage. Moreover, participants’ mean length of run is directly related to the formula/run ratio. Lastly, an analysis of language\u0000 use shows no direct relationship between L2 use abroad and oral fluency outcomes.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43318348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students’ experiences abroad can vary a great deal and their identity plays a critical role in shaping their experiences. This study employed sociocultural theory, Critical Race Theory and Bourdieu’s notions of habitus and capital to explore the experiences of four groups of US undergraduates enrolled in four study abroad programs in Spain sponsored by a large US university located in the South East. Findings showed how students’ identity intersected and shaped their journey and impacted their social integration. The examples of Albert, Theresa, and Rebecca, three focal students, allowed for the analysis of how differently students’ identity, notably gender, race, ethnicity, age, social class, and nationality, affected their interactions with locals and perceptions of the target language, culture, and society. Important implications are discussed, including the importance of training study abroad participants before, during and after the trip, and selecting activities that facilitate greater and more sustained social integration.
{"title":"Study-abroad students’ identity and social integration","authors":"Federica Goldoni","doi":"10.1075/SAR.16015.GOL","DOIUrl":"https://doi.org/10.1075/SAR.16015.GOL","url":null,"abstract":"\u0000 Students’ experiences abroad can vary a great deal and their identity plays a critical role in shaping their experiences. This\u0000 study employed sociocultural theory, Critical Race Theory and Bourdieu’s notions of habitus and capital to explore the experiences\u0000 of four groups of US undergraduates enrolled in four study abroad programs in Spain sponsored by a large US university located in\u0000 the South East. Findings showed how students’ identity intersected and shaped their journey and impacted their social integration.\u0000 The examples of Albert, Theresa, and Rebecca, three focal students, allowed for the analysis of how differently students’\u0000 identity, notably gender, race, ethnicity, age, social class, and nationality, affected their interactions with locals and\u0000 perceptions of the target language, culture, and society. Important implications are discussed, including the importance of\u0000 training study abroad participants before, during and after the trip, and selecting activities that facilitate greater and more\u0000 sustained social integration.","PeriodicalId":36825,"journal":{"name":"Study Abroad Research in Second Language Acquisition and International Education","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59083651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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