Intercultural interventions in study abroad

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of contents
Figures
Tables
Contributors
Acknowledgements
Foreword
Chapter 1 Introduction: Enhancing and extending study abroad  learning through intercultural interventions
	Internationalisation and study abroad
	The sharing of pedagogical innovations through professional organisations
	Journals that showcase intercultural interventions in study abroad
	Rationale for this book
	Theory-driven intercultural interventions
	Orientation of the book
	Overview of the book
	Summary
	Note
	References
Chapter 2 Designing and implementing pre-sojourn intercultural workshops in an Australian university
	Introduction
	Context of intervention
	Participants
	Method of data collection and analysis
	Findings
		Students
	Conclusions and pedagogical implications
		Expanding the student base to foster peer learning
		Dialogic pedagogy
		Blended learning
	Note
	References
Chapter 3 Monitoring class interaction to maximise intercultural learning in mobility contexts
	Introduction
	Literature review
		Intercultural learning and study abroad
		Intercultural learning and class interaction
	The context
		The IEREST project
		The teaching activity
		The class
	Methodology
		Aims and research questions
		Data collection and analysis
	Results
		PILS at work
		A need for teacher-mediated PILS
	Conclusions and pedagogical implications
	References
Chapter 4 ‘I want to be able to understand each and every person that I come into contact with’: Critical ...
	Introduction
	Aims of the intervention
	The theoretical approach underpinning the intervention
	Context and description of intercultural intervention
	Description of participants and data-collection methods
	Analysis of data
		Agreeing on basic assumptions
		The intercultural is polysemic and ideological
		Protuberances
		The Other at the centre of protuberances
	Conclusions and pedagogical implications
Chapter 5 Aspiring to postcolonial engagement with the Other: Deepening intercultural learning through reflection  ...
	Introduction
	Aims of the intervention
	The theoretical framework/approach underpinning the intervention
	Context and description of intercultural intervention
	Description of participants
	Research design
	Data collection
	Data analysis
	Discussion of findings
	Conclusions and pedagogical implications
	References
Chapter 6 Mentoring students’ intercultural learning during study abroad
	Introduction
	Cultural mentoring and study abroad
	Context of the intervention
	Participants
	Data collection and analysis
	Findings and discussion
		Trust and guidance
		Community
		Narrative
	Conclusions and pedagogical implications
	References
Chapter 7 Foregrounding intercultural learning during study abroad as part of a modern languages degree
	Introduction
	Aim of the interventions
		Design principles
	Theoretical framework
		Pedagogical approach
		Interculturality
	Context and description of the interventions
	A broad study of the pedagogical interventions
	A case study of an individual study abroad student
	Conclusions and pedagogical implications
	References
Chapter 8 Optimizing intercultural learning and engagement abroad through online mentoring
	Introduction
	The design and development of Intercultural communication and engagement abroad
		Rationale for intervention
		Theoretical and methodological underpinning
		Learning goals
		Course content and weekly themes
		Learning materials and activities
		e-learning platform
		Assessment and feedback
	An evaluative case study of the first offering of the online course
		Research aims and design
		NVivo database and informed consent
		Participants
		Instruments and data collection
		Approach to analysis of student learning data
	Discussion of findings
		Pre-course intercultural competence profile
		Sojourn data generated during the intervention
		Post-course intercultural competence profile
	Student reflections on the course
		The full-group, theme-based forum
		Fieldwork tasks with small-group sharing
		Reflective essays
	Conclusions and pedagogical implications
	Acknowledgments
	References
Chapter 9 Employing telecollaborative exchange to extend intercultural learning after study abroad
	Introduction
	Literature review
		Intercultural communicative competence and study abroad
		Telecollaborative exchange for intercultural learning
		Sociolinguistic competence via peer feedback in intercultural learning
	The present study
		Context and aims of the project
		Synchronous and asynchronous CMC tools and tasks
	Participants
	Data collection and analysis
	Results and discussion
		Affordances of intercultural exchange on the development of ICC
		Effectiveness of peer feedback in intercultural exchange
	Conclusions and pedagogical implications
	Notes
	References
Chapter 10 Developing globally prepared students through an experiential constructivist-driven intervention during ...
	Introduction
	The Framework for Reflective Intervention in  Learning Abroad
		Definition of intercultural competence
		Personality theory and social constructivism
		Social constructivism
	The Developmental Model of Intercultural Sensitivity and the Intercultural Development Inventory
	Kolb’s Experiential Learning Theory
	Curriculum design and phases of FRILA
		Phase 1: pre-intercultural experience
		Phase 2: during intercultural experience – immersion phase of study abroad, internships, clinicals, rotations, ...
		Phase 3: post-intercultural experience
	Assessing the impact of FRILA
	Case studies of individual students
		Data collection and analysis
		Findings
		Mira’s case
		Laura’s case
		Kim’s case
	Conclusions and pedagogical implications
	References
Chapter 11 PluriMobil: Pragmatic enhancement of intercultural  learning before, during, and after  study abroad
	Introduction
	PluriMobil: pedagogical resources for enhancing learning  processes before, during, and after study abroad
	Interculturality in PluriMobil: a ‘Janusian’ approach
	An investigation of teacher conceptions of intercultural  learning when using PluriMobil in a short-term study  ...
		Context and participants
		Methodology
		Data analysis
	Teacher 1: ‘that’s these small things from the daily life that they have to learn’
	Teacher 2: ‘I think – I understand – I myself – that there are  differences or that certain things are ...
	Teacher 3: ‘that I can look at myself in a more differentiated way… and that I am able to do this exactly the ...
	Discussion
	Conclusions and pedagogical implications
	References
Chapter 12 Structured reflection and  immersion in Ecuador: Expanding teachers’ intercultural and  linguistic ...
	Introduction
	A sociocultural perspective on teacher development
	Development of teachers through immersion experience
		Cognitive domain: building knowledge of culture
		Intrapersonal domain: self-awareness of cultural identities and personal growth
		Interpersonal domain: development of a sociopolitical consciousness
	The teacher education project
		Program description
		Participants and procedures
		Data analysis
	Results
		Immersion domain
	Curricular domain
	Teaching practice domain
	Conclusions and pedagogical implications
	References
Commentary
	References
Index