Assessing the Impact of a Strategies-Based Curriculum on Language and Culture Learning Abroad

  • R. Michael Paige
  • Andrew D. Cohen
  • Rachel L. Shively
Keywords: Assessment, Language, Cultural Learning, Education Abroad, Strategies-Based Curriculum

Abstract

The purpose of this study was to explore the impact of the study abroad experience, in general, and the impact of a curriculum intervention, in particular, on students’ intercultural development, second language acquisition, and employment of learning strategies related to language and culture. Cohen and Paige – two of the authors of this article – were the senior authors of a three-volume set of guidebooks, the Maximizing Study Abroad Guides which were intended to enhance overseas students’ language and culture learning through a strategies-based approach. By utilizing a scientifically rigorous set of research procedures, we sought to ascertain the impact and efficacy of the Students’ Guide  – one of the volumes in the series – as well as to test a set of hypotheses about the learning outcomes associated with study abroad.

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Author Biographies

R. Michael Paige

R. Michael Paige is Professor of International and Intercultural Education at the University of Minnesota. Over the course of his 35-year career, he has worked as an international and intercultural educator specializing in intercultural education and training, and the internationalization of higher education. He has lived and worked in nine countries and last year was a Visiting Scholar at Nagoya University and the University of South Australia. An active scholar, he has written and edited a number of volumes on intercultural topics.

Andrew D. Cohen

Andrew D. Cohen served as a Peace Corps Volunteer with the Aymara Indians in Bolivia. He taught at the Hebrew University in Jerusalem and was a Fulbright Lecturer/Researcher in Brazil. He is a member of the University of Minnesota’s ESL Department, where he is Director of the National Language Resource Center at the Center for Advanced Research on Language Acquisition. His most recent publication is a co-edited volume with Diana Boxer, Studying Speaking to Inform Second Language Learning.

Rachel L. Shively

Rachel L. Shively is a graduate student in Hispanic Linguistics at the University of Minnesota and a research assistant at its Center for Advanced Research in Language Acquisition. Shively has had several sojourns studying and living abroad in Europe and Latin America and has taught English as a Second Language and Spanish as a Foreign Language.

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Published
2004-08-15
How to Cite
Paige, R. M., Cohen, A. D., & Shively, R. L. (2004). Assessing the Impact of a Strategies-Based Curriculum on Language and Culture Learning Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(1), 253-276. https://doi.org/10.36366/frontiers.v10i1.144