A First Look at Language Contributions: 20 Years of Study Abroad in Spain and France
DOI:
https://doi.org/10.36366/frontiers.v37i1.1002Keywords:
Assessment, education abroad, intercultural skills, L2 language and teaching, student identitiesAbstract
In a unique learning context, language-positive environments outside the classroom, not enclosed instruction on U.S. campuses, education abroad foreign language instructors develop distinct teaching practices. Education abroad researchers have accounted for informal learning opportunities, yet few have attended to onsite language instruction. This article is a novel attempt to build understanding of transatlantic foreign language space with interviews (N = 14) of seasoned instructors (+20 years) of French and Spanish. Both are commonly taught foreign languages, with France and Spain being top education abroad destinations and offering a ‘state of the art’ view. Focusing on past training (U.S. or EU), innovations, intergenerational challenges, and complexities in assessment, we establish a basis for future research. We find that while U.S. degree-holders are more familiar with U.S. grading, it remains solely an institutional practice. Furthermore, enlisting foreign language instructor input, U.S. institutions may improve training, co-creating pedagogical guidelines with this qualified group.
Abstract in French
Dans un contexte d'apprentissage unique, un environnement d’apprentissages linguistiques propice en dehors les murs, et non un enseignement en salle de classe sur le campus américain, les professeurs de langues étrangères des étudiants américains mobiles développent des pratiques pédagogiques distinctes. Les chercheurs de la mobilité académique ont pris en compte les opportunités d’apprentissage informel, mais peu d’entre eux ont mis en lumière l’enseignement linguistique sur place. Cet article est une tentative inédite de développer la compréhension de l’espace transatlantique de l’apprentissage des langues étrangères à partir d’entretiens (N = 14) avec des professeurs chevronnés (+20 ans) de français et d’espagnol. Puisque ces deux langues étrangères sont les plus enseignées aux États-Unis et la France et l’Espagne restent les principales destinations d’enseignement à l’étranger, ceci offre une vision « de l’état de l’art ». En nous concentrant sur les formations antérieures (aux États-Unis ou dans l’Union européenne), les innovations, les défis intergénérationnels et les complexités de l’évaluation, nous établissons une base pour les recherches futures. Nous constatons que même si les diplômés américains sont plus familiers avec la notation américaine, celle-ci reste uniquement une pratique institutionnelle. En outre, en faisant appel à des formateurs de langues étrangères, les établissements américains pourraient améliorer l’offre du cours et collaborer davantage sur des directives pédagogiques avec ce groupe qualifié.
Abstract in Spanish
En un contexto de aprendizaje único, entornos lingüísticos positivos fuera del aula, y una instrucción no cerrada en los campus de EE.UU., los profesores de lenguas extranjeras en el extranjero desarrollan prácticas docentes distintas. Los investigadores de la educación en el extranjero han tenido en cuenta las oportunidades de aprendizaje informal, pero pocos se han ocupado de la enseñanza de idiomas in situ. Este artículo es un intento novedoso de comprender el espacio transatlántico de las lenguas extranjeras mediante entrevistas a 14 profesores de español y francés, con más de 20 años de experiencia. Ambas son lenguas extranjeras que se enseñan habitualmente, siendo Francia y España los principales destinos educativos en el extranjero y ofreciendo una visión de «vanguardia». Centrándonos en la formación anterior (EE.UU. o UE), las innovaciones, los retos intergeneracionales y las complejidades de la evaluación, establecemos una base para futuras investigaciones. Descubrimos que, aunque los licenciados estadounidenses están más familiarizados con la calificación estadounidense, ésta sigue siendo únicamente una práctica institucional. Además, al contar con la aportación de los profesores de lenguas extranjeras, las instituciones estadounidenses pueden mejorar la formación, co-creando directrices pedagógicas con este cualificado grupo de docentes.
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