Teaching Technical Communication to American Students in a Study-Abroad Program

10.2190/tirc6 ◽  
2011 ◽  
Author(s):  
Deborah C. Andrews
Keyword(s):  
Study Abroad ◽  
Technical Communication ◽  
American Students ◽  
Study Abroad Program

American Students in Israel: An Evaluation of a Study Abroad Experience

2005 ◽  
Vol 11 (1) ◽  
pp. 33-56 ◽  
Author(s):  
Smadar Donitsa-Schmidt ◽  
Maggie Vadish
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
North American ◽  
The United States ◽  
Jewish Communities ◽  
Foreign Population ◽  
American Students ◽  
Hebrew Language ◽  
Study Abroad Program ◽  
The Relationship

The purpose of this research is to investigate changes in self-ascribed identity among study abroad students in Israel as a result of the time spent in the country, and to examine the gains in their Hebrew language proficiency. Attitudes towards the host country and local culture are also explored for the purpose of better understanding the relationship between students’ identity, Hebrew language proficiency and dispositions about Israel (Gardner, 1985; Giles & Byrne, 1982). Since North America has the largest Jewish community outside Israel, North American students (from the United States and Canada) make up the majority foreign population studying in Israel (Cohen, 2003; United Jewish Communities, 2003). The current study concentrated specifically on North American students taking part in a study abroad program in Israel, seeking to understand how the study abroad experience in Israel influenced students’ identities, attitudes and Hebrew language proficiency.

scholarly journals Constructive Disequilibrium and Transformative Pedagogy

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrew Nalani ◽  
Christina Gómez ◽  
Andrew Garrod
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Transformative Learning ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Marshall Islands ◽  
Life Trajectories ◽  
American Students ◽  
Study Abroad Program

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.

(Dis)Engagement in Internet Linguistic Practices among Sojourners in China

2014 ◽  
pp. 162-180 ◽  
Author(s):  
Wenhao Diao
Keyword(s):  
Social Media ◽  
Longitudinal Study ◽  
Study Abroad ◽  
Social Networking ◽  
Community Of Practice ◽  
Language Socialization ◽  
Cultural Orientation ◽  
Social Networking Site ◽  
American Students ◽  
Study Abroad Program

This chapter reports on a longitudinal study that investigates two American students' engagement in a local Social-Networking Site (SNS), Weibo, at a study abroad program in China. SNSs are often thought to hold great potential for L2 teaching. However, engagement in SNS activities not only requires cultural orientation towards social media but also knowledge about how to communicate on SNSs. Drawing from language socialization and community of practice frameworks, this chapter examines how two American students participated in networking activities on Weibo and to what extent they engaged in the use of Chinese Internet Language (CIL). The findings show that the incorporation of the local SNS in instruction seemed to help the students become aware of CIL, but their participation in Weibo remained peripheral. In addition, compared to the student who did home stay, the student living in the dorm seemed to have more opportunities to be socialized into CIL.

scholarly journals Looking East: Yin And Yang Of An Academic Exchange

2011 ◽  
Vol 7 (2) ◽  
pp. 47-54
Author(s):  
Claire Reeves La Roche
Keyword(s):  
Study Abroad ◽  
Cultural Differences ◽  
Cultural Norms ◽  
The Past ◽  
Academic Exchange ◽  
American Students ◽  
Yin And Yang ◽  
Study Abroad Program ◽  
East West ◽  
American Academic

Intended as a brief guide to the cultural differences associated with an East-West academic exchange, this paper discusses customs and cultural norms likely to be encountered. Chinese economic growth has been accompanied by rapidly increasing East-West study abroad opportunities. Over the past decade, China has sent more students to study abroad than any other country and the number of American students studying in China has increased exponentially (Laughlin). In many cases, both U.S. and Chinese students and faculty participating in an American academic study abroad program are inadequately prepared for, and indeed surprised, by the differences in customs they encounter. Professors and students participating in an East-West exchange were interviewed. Cultural differences are discussed and examples are presented intended to help prepare students and professors for successful guanxi (networking).

The value of a study abroad program for graduate students in psychology

2009 ◽  
Author(s):  
Sarah Halawani Montes ◽  
Mike Karakashian ◽  
Chrisann Schiro-Geist ◽  
Emer Broadbent ◽  
Jennifer A. Drabowicz
Keyword(s):  
Graduate Students ◽  
Study Abroad ◽  
Study Abroad Program

Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

2004 ◽  
Vol 10 (1) ◽  
pp. 219-236 ◽  
Author(s):  
Lilli Engle ◽  
John Engle
Keyword(s):  
Language Acquisition ◽  
Study Abroad ◽  
International Education ◽  
Program Design ◽  
Intercultural Sensitivity ◽  
Outcomes Assessment ◽  
Statistical Assessment ◽  
Preliminary Examination ◽  
Study Abroad Program

The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. What follows is the preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. We will examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. We will suggest a structured, coordinated, profession-wide assessment effort that will, we hope, gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. If, as a profession, study abroad is to invest in outcomes assessment, it would be sensible for such efforts to utilize profession-wide definitions and standards.

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