Frontiers: The Interdisciplinary Journal of Study Abroad

Virtual Transborder Service Learning as a Transformative Educational Pedagogy: A California, USA - Baja California, Mexico Academic Partnership in Sustainable Tourism

Katie Dudley — 2024-04-16

Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.

Abstract in Spanish

El aprendizaje de servicio (SL) involucra a los estudiantes en experiencias de servicio intencionales y colaborativas que promueven la ciudadanía cívica. La pandemia de COVID-19 obligó a los cursos tradicionales de SL cara a cara a hacer la transición al aprendizaje de servicio virtual (e-SL). Este documento examina los resultados académicos y cívicos de un curso binacional de turismo sostenible e-SL para estudiantes universitarios. El curso fue diseñado para impartir conocimientos disciplinarios en turismo sostenible y competencias de ciudadanía cívica transfronteriza en las siguientes áreas: 1) Ética, 2) Alfabetización, 3) Investigación, 4) Acción, 5) Liderazgo y 6) Asociación. Se implementó una encuesta de estudiantes después del curso para evaluar las perspectivas de los estudiantes con respecto al logro de los resultados del curso. Los hallazgos revelaron transformaciones académicas y cívicas significativas (positivas) entre los estudiantes debido a la intencionalidad del diseño e implementación del curso e-SL. Los resultados indican que el e-SL en educación turística sostenible puede ser una pedagogía efectiva para inculcar el aprendizaje cívico, la responsabilidad y el compromiso entre los estudiantes y futuros profesionales en el campo del turismo.

Bridging Education Abroad and Domestic Multicultural Relations with Intercultural Learning

Milton Bennett — 2024-04-16

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of “white paper” as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

Is Study Abroad Still a Privilege? Exploring the Inequality Gap between Intentions and Study Abroad at a Public Midwestern University in the U.S.

Hermann Kurthen — 2024-04-16

Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at Grand Valley State University (GVSU), a public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at institutional and individual levels could be useful for addressing social group disparities and the participation gap.

Borders or Barriers? Assessing Geographic, Economic, and Institutional Factors Related to Study Abroad Access and Participation at Four-Year Colleges and Universities

Melissa Whatley — 2024-04-16

Although more students study abroad today than in decades prior, participation still lags behind national goals put forth by the Lincoln Commission. Many students plan to study abroad, yet this often does not correspond with actual participation. This gap suggests there are barriers that prevent study abroad intentions from evolving into program enrollment. This study analyzes full population data and a NSSE (National Survey of Student Engagement) subset to distinguish study abroad and non-study abroad student intentions and participation between 2007 and 2017 at a four-year public liberal arts university in the U.S. Midwest. The role of demographic, academic, and socioeconomic factors are explored using logistic regression. Findings confirm the alignment of study abroad patterns with student characteristics, which represent barriers as well as opportunities for study abroad participation. Interventions at the institutional and individual level could be useful for addressing social group disparities and the participation gap.

Abstract in Spanish

Usando datos de instituciones de educación superior estadounidenses públicas y privadas sin fines de lucro, este estudio explora la estratificación espacial a través de cuestiones de acceso y participación en estudios en el extranjero. A partir de la teoría de la desigualdad espacial, examinamos tres categorías de indicadores espacialmente variables: estructuras económicas, arreglos institucionales y factores de situación/lugar espacial. Los hallazgos ofrecen evidencia de relaciones espaciales desiguales en los estudios en el extranjero. Más específicamente, encontramos que los arreglos institucionales de instituciones de educación superior, muchos de los cuales están íntimamente vinculados a la espacialidad, son predictores significativos tanto de si una institución ofrece estudios en el extranjero como de cuántos estudiantes participan. Por ejemplo, es más probable que las instituciones con enfoque en la investigación se ubiquen en áreas urbanas, y nuestros resultados indican que es más probable que estas instituciones ofrezcan programas de estudio en el extranjero. Estos resultados indican una estratificación no solo de acceso, sino también de participación en estudios en el extranjero, las cuales tienen implicaciones importantes para la práctica de la educación internacional y la investigación futura.

Cultural and Cognitive Syntheses After Short-Term Music Study Abroad

Daniel Antonelli — 2024-04-16

The purpose of this focused qualitative study was to examine two urban high school students’ perceptions of a study-abroad experience, five years after the fact, with the intention of assessing long-term effects on increased global competency and awareness. The interviewees, selected from 11 participants, brought an already rich intercultural perspective and as such, their experiences illuminated the profound benefits of short-term study abroad experiences. Interviews were designed to elicit whether the principle of global competency could be discerned along two basic criteria, acquisition of cultural knowledge, and capacity/desire for close observation and self-reflection. Viewed through the theories of experiential learning, this paper will explore related pedagogical themes as well as point to the cognitive issues at stake in a longitudinal approach to qualitative research.

Abstract in Spanish

El propósito de este estudio cualitativo estuvo enfocado en examinar las percepciones de dos estudiantes de una escuela secundaria urbana sobre sus experiencias de estudio en el extranjero, cinco años después de ocurridas las mismas, con la intención de evaluar los efectos a largo plazo sobre una mayor competencia y conciencia global (global competency). Los entrevistados, seleccionados de entre 11 participantes, ya contaban con una perspectiva intercultural enriquecida y, como tal, sus experiencias iluminaron los profundos beneficios de las experiencias de estudios de corta duración en el extranjero. Las entrevistas fueron diseñadas para determinar si el principio de competencia global podía discernirse mediante dos criterios básicos: adquisición de conocimientos culturales y capacidad/deseo de observación minuciosa y de autorreflexión. Visto a través de las teorías de aprendizaje experiencial (experiential learning), este artículo explorará temas pedagógicos relacionados y destacará las cuestiones cognitivas en juego en un enfoque longitudinal de la investigación cualitativa.

Abstract in German

Ziel dieser fokussiert-qualitativen Studie war es, die Wahrnehmung von zwei städtischen Gymnasiasten über einen Studienaufenthalt im Ausland fünf Jahre später in der Rückschau zu erfassen, um so die langfristigen Auswirkungen einer solchen Erfahrung auf die Ausprägung globaler Kompetenz (global competency) und interkulturellen Bewusstseins zu bewerten. Die Befragten, die aus 11 TeilnehmerInnen ausgewählt wurden, verfügten bereits über eine vertiefte interkulturelle Perspektive. Ihre in dieser Studie beschriebenen Erfahrungen verdeutlichen die tiefgreifenden Vorteile von kurzen Studienaufenthalten im Ausland. Die Interviews wurden so gestaltet, dass bestimmt werden konnte, ob das Konzept der globalen Kompetenz anhand zweier grundlegender Kriterien - dem Erwerb kulturellen Wissens und der Fähigkeit zur genauen Beobachtung und Selbstreflexion - erkannt werden kann. Ausgehend von den Theorien des erfahrungsorientierten Lernens (experiential learning) untersucht dieser Artikel verwandte pädagogische Themen und weist auf eine Reihe kognitiver Fragen hin, die bei einem längsschnittigen Ansatz in der qualitativen Forschung von Relevanz sind.

Steps Towards Decolonizing Study Abroad: Host Communities’ Perceptions of Change, Benefits, and Harms from Study Abroad

Heather Haeger — 2024-04-16

Educational travel, and in particular study abroad programs, are generally beneficial to students, but less is known about impacts on the communities in which they are located. This study explores such impacts for a small rural community in Costa Rica that has hosted dozens of ecotourism and study abroad programs. Sixteen interviews were conducted in the community to explore the social and cultural rewards and costs of these programs, including cultural changes such as increases in community members speaking English, availability of drugs and alcohol, appreciation of nature, and adoption of sustainable living practices. We analyze these impacts by examining common programmatic assumptions about study abroad and borrowing biological constructs of symbiosis to diagram the potential trade-offs and costs for the local community – as the basis for developing more mutualistic, decolonized programs in the future.

Development of a U.S.-Scottish Immersion Experience and Its Influence on Participants, Partners, and Programs: An International Case Study

Karsten Powell — 2024-04-16

This study explores how a long-running, special education teacher education-focused international immersion experience has grown over time to include robust international exchange between home and host institutions and how participation influenced past participants’ professional practice. This research fills a gap in the research linking special education teacher preparation and international immersion experiences by focusing on a twenty-year-old immersion program which places preservice special education teachers in Scotland for a five-week experience including a homestay, school-based practicum, and travel. Researchers included two groups for this multiple case study design: Scottish school partners and preservice U.S. teacher participants. Interviews and reflections from each group were analyzed using the Relational-Cultural Theory framework to understand how this program grew and led to mutually beneficial partner and participant exchanges. Findings indicate that trusting relationships emanating from long-term interactions are key for meaningful exchange and that participation in the 2019 program influenced current teachers’ professional decisions and trajectory.

Spatialized Race and Sense of Belonging: Experiences of Black Students in Study Abroad

Cherese F. Fine — 2024-04-16

Using a case study approach, this study examined the role that spatialized notions of race and sense of belonging had on 10 Black students from a predominantly White institution, in a diasporic study abroad experience in Cuba. In particular, this study explored how race was situated in the study abroad program (space) and in Cuba (place) and how it impacted Black students’ sense of belonging. Findings indicated the location and content of the study abroad experience, along with the group makeup of the trip, created a positive sense of belonging for Black students. Specifically, the themes that emerged include, Racialized Spaces: Connection to Blackness in the Program and Racialized Places: Connection to Blackness in the Destination. This study supports the importance of designing intentional programs that can build community and sense of belonging for Black students abroad.

Abstract in Spanish

Utilizando un enfoque de estudio de caso, este estudio examinó el papel que las nociones espacializadas de raza y sentido de pertenencia tuvieron en 10 estudiantes negros de una institución predominantemente blanca, en una experiencia de estudio diaspórico en el extranjero en Cuba. En particular, este estudio exploró cómo se situaba la raza en el programa de estudios en el extranjero (espacio) y en Cuba (lugar) y cómo impactaba el sentido de pertenencia de los estudiantes negros. Los hallazgos indicaron que la ubicación y el contenido de la experiencia de estudiar en el extranjero, junto con la composición del grupo del viaje, crearon un sentido positivo de pertenencia para los estudiantes negros. Específicamente, los temas que surgieron incluyen Espacios racializados: conexión con la negritud en el programa y Lugares racializados: conexión con la negritud en el destino. Este estudio respalda la importancia de diseñar programas intencionales que puedan construir una comunidad y un sentido de pertenencia para los estudiantes negros en el extranjero.

Holistic Evaluation of Short-Term Education Abroad Interventions: A Preliminary Case Study

Kevin Fedewa — 2024-04-16

This preliminary case study used qualitative methods to analyze the experiences of eight short-term education abroad participants prior to, during, and shortly after a two-week program in Taipei. Interpretive analysis of reflection papers, focus group interviews, mobile app assignments, and a post-program evaluation survey revealed that students experienced an increase in language skills and cultural knowledge as well as personal growth. Students attributed these gains to interactions, reflections, and classroom/coursework engagement. The study uses a constructivist and Experiential Learning framework to add to ongoing research on affordances and limitations of short-term education abroad. Implications of the study for future research, program design, and stage-by-stage interventions in short-term education abroad contexts are also discussed.

Abstract in Chinese

這項初步案例研究運用了定性研究方法，分析了八位參與為期兩周台北項目的短期留學生在項目之前、項目期間和項目結束後的經歷。透過學生所寫的學習心得、焦點小組訪談、學生完成的移動應用任務以及項目後的評估調查，解釋性分析顯示學生在語言技能、文化知識以及個人成長方面都有所提升。學生歸因這些成果於與當地人的互動、反思以及課堂/課程的參與。該研究運用建構主義和經驗學習框架，以擴充對短期留學的可行性和局限性的研究。最後，本研究對短期留學的未來研究以及短期留學項目的階段性設計也提出了建議。

Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach

Michele Back — 2024-04-16

I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of the candidates who presented at the event. Findings highlight the importance of viewing racialized discourse as contextualized social practices, as candidate perceptions of their indigenous students were reflected in interviews with school directors, promotional materials from the host university, and host family members. I argue that interlocutors in positions of power, such as teacher educators, must combat their own perceptions of racialized discourses as “ingrained” in White individuals from the United States and pay closer attention to the ideologies and practices these individuals might face while in culturally diverse environments.

Abstract in Spanish

Utilizo un enfoque ecológico para analizar una presentación en la que cuatro candidatos a docentes utilizaron discursos racializados para describir a los estudiantes indígenas con quienes trabajaron mientras estudiaban en el extranjero. Hablo de este evento y de una entrevista posterior con dos miembros del profesorado presentes en el evento, triangulando estos datos con artefactos del programa, entrevistas con administradores escolares en el país anfitrión y datos de diarios y tareas de uno de los candidatos que se presentaron en el evento. Los hallazgos resaltan la importancia de ver el discurso racializado como prácticas sociales contextualizadas, ya que las percepciones de los candidatos sobre sus estudiantes indígenas se reflejaron en entrevistas con directores de escuelas del país anfitrión, materiales promocionales de la universidad anfitriona y miembros de la familia anfitriona. Sostengo que los interlocutores en posiciones de poder, como los formadores de docentes, deben combatir sus propias percepciones de los discursos racializados como “arraigados” en individuos blancos de los Estados Unidos y prestar más atención a las ideologías y prácticas que estos individuos podrían enfrentar en ambientes culturalmente diversos.

Preparing Nursing Students to Manage Acculturative Stress Experienced During Study Abroad Experiences: Novel Use of Immersive Simulation and Cognitive Behavioral Strategies

Theresa G. Schnable — 2024-04-16

This pilot study adds to the understanding of interventions to manage acculturative stress experienced during undergraduate study abroad programs. It was designed to evaluate the impact of cognitive behavioral strategy training combined with intentional practice during mixed reality (MR) simulations on acculturative stress. Participants included a convenience sample of undergraduate nursing students enrolled in a faculty-led study abroad course. Students participated in two MR simulations within a virtual environment over back-to-back days. Simulations were written by nursing faculty experts to reproduce realistic clinical situations students may encounter while studying in Peru. The Generalized Self-Efficacy Scale, State-Trait Anxiety Inventory, and Slater-Usoh-Steed questionnaire were administered. Quantitative biometric indices assessed during simulations included estimates of heart rate, blood pressure, respiratory rate, oxygen saturation and alterations in sweat gland activity reflective of changes in emotional state (galvanic skin response). There were changes in biometric indices within each simulation, but indices were not different between pre- and post- cognitive behavioral strategy training. Intentional reflective writing before, during, and after the study abroad program demonstrated an iterative cycle of reflection on action and mindfulness. These qualitative data suggest that pre-departure cognitive based behavior stress management strategies paired with simulated practice prior to departure may be one way to help nursing students deal with acculturative stress during study abroad experiences.

Mobile-Assisted Language Learning During Short-Term Study Abroad

Hyun-Sook Kang — 2024-04-16

This study examined how Korean teacher candidates’ understanding of English and their use of the L2 (second language) and other semiotic resources for meaning making could be mediated through a mobile application, Band during study abroad. Drawing on the sociocultural perspective of L2 learning, the teacher candidates’ weekly reflections, which were composed in L2 English along with other semiotic resources (e.g., emoticons, images, and videos) on curricular activities were analyzed and triangulated with focus group and individual interviews. Content analysis of the reflection posts indicated how the mobility and connectivity of Band mediated sojourners’ understanding of variation in English and the host culture during study abroad. The analysis further suggests that the interactive and multimodal features of the mobile application helped L2 learners engage in enhanced learning opportunities through which they shared and negotiated each other’s ideas, by using the L2 and other semiotic meaning-making resources, such as images and videos.

Abstract in Korean

이 연구는 미국을 방문한 한국 교사 지망생들의 영어에 대한 이해 및 기타 의미 생성을 위한 기호 자원의 사용이 모바일 애플리케이션, Band를 통해 어떻게 매개될 수 있는지를 조사하였다. 제 2언어학습의 사회문화적 관점에 근거하여, 사범대 학생들이 커리큘럼 활동에 대해 영어와 기타 기호자원으로 작성한 주간 반성이 분석되었고, 포커스 그룹 및 개별 인터뷰와 삼각측량으로 검증되었다. 반성 게시물의 내용 분석은 Band의 이동성과 연결성이 학생들의 영어의 변형성과 미국의 문화에 대한 이해를 어떻게 매개했는지를 나타냈다. 더 나아가 이 분석은 모바일 애플리케이션의 상호작용적이며 영어와 기타 이미지, 비디오와 같은 기호 의미 생성 자원을 사용하는 다모드적 특성이 제 2언어 학습자들이 서로의 생각을 공유하고 협상하는데 도움이 되어 향상된 학습 기회에 참여했던 방법을 제시한다.

Intercultural Professional Development for Educators: Applying Intercultural Learning to Enhance Effectiveness

Nina Namaste — 2024-04-16

To examine the interaction between educators’ intercultural development and students’ intercultural growth, we studied the impact of CIEE’s Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students’ intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators’ perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U’s (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, our study indicates the tangible results of formally and informally supported educators’ intercultural professional development. As a result of educators’ intentional intercultural development, they leverage skilled pedagogical techniques to effectively bridge with students to enhance their intercultural learning. Therefore, we argue for the investment, expansion, and mentorship of faculty development, particularly with regards to educator’s own intercultural growth, in order to activate and expand students’ learning while studying abroad.

Abstract in Spanish

Para examinar la interacción entre el desarrollo intercultural del profesorado y el avance cultural estudiantil nosotros estudiamos el impacto del curso, “Intercultural Communication and Leadership”, que enseña el programa CIEE. Nuestros resultados indican que el profesor, el país, el género y la disciplina tiene un impacto en los avances interculturales de los estudiantes que estudian en el extranjero (Gibson et al., 2023); este artículo se enfoca únicamente en las percepciones de los factores que les ayuda a los maestros a fomentar el aprendizaje intercultural de los estudiantes. Entrevistamos a 22 educadores y usamos a la rúbrica “Intercultural Knowledge and Competence VALUE” (2009) de AAC&U para interpretar las entrevistas. Nuestro estudio indica que lo más significativo, para ellos, es el desarrollo profesional que se enfoca en su propio desarrollo intercultural. Con esta formación el profesorado podía usar y aplicar pedagogías para conectar con los estudiantes que efectivamente avanzaban las habilidades interculturales de los estudiantes. A causa de tal, nosotros argüimos que la inversión, expansión y mentoría del profesorado, enfocado en su propio desarrollo intercultural, es necesaria para fomentar las capacidades interculturales de los estudiantes mientras estudian en el extranjero.

From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad

Aurore Mroz — 2024-04-16

This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to “explain after by before” and retrace Nancy’s complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy’s agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions.

Abstract in French

Cette étude de cas mixte longitudinale visait à expliquer les raisons pour lesquelles une apprenante du français langue étrangère ultra-connectée surnommée Nancy, affiliée à une institution universitaire états-unienne, est parvenue à des résultats d’apprentissage extraordinaires après un programme d’études à l’étranger de 15 semaines à Paris, par comparaison avec les quinze autres étudiant.e.s de la Génération Z qui étaient inscrit.e.s dans le même programme. Structurée par la Théorie des Systèmes Dynamiques Complexes ainsi que par les modèles de pédagogies sociales, cette étude a adopté une approche rétrodictive dans le but d’expliquer l’après par l’avant et de retracer ainsi les trajectoires complexes et non-linéaires ayant mené au succès de Nancy. En s’adaptant aux nouvelles réalités des étudiants qui partent à l’étranger smartphone en main, de multiples mesures de succès (linguistiques, interculturelles, sociales, psychologiques, émotionnelles) ont été triangulées avec des rapports d’utilisation du smartphone, de riches entretiens, ainsi que des données sur les origines des étudiant.e.s pour obtenir des sériographies temporelles et des illustrations narratives denses des changements encourus. Les résultats indiquent que le fait que Nancy ait activé son agentivité pour tirer profit des moyens que lui procurait son environnement d’apprentissage par le biais d’un effet papillon survenant de ses conditions initiales propres, de son usage judicieux du smartphone et de la qualité de ses interactions en langue première et langue seconde s’est révélé crucial.

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Lan Jin — 2024-04-16

Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students’ growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically-grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program.

Abstract in French

Selon les spécialistes, si l’on veut favoriser le développement interculturel des étudiants, il est essentiel que les programmes permettant d'étudier à l'étranger dessinent et mettent en œuvre une logique d’intervention explicite. Dans cette étude fondée sur les méthodes de recherches mixtes, on examinera l’efficacité d’un cours en ligne qui a été conçu pour faciliter le développement de la compétence interculturelle des étudiants qui suivent un semestre d'études à l’étranger. La conception à la fois du cours et de l’étude est basée sur trois théories : le Continuum du développement interculturel, le Modèle de praxis interculturel, et la Rubrique des connaissances et compétences interculturelles. L’étude comprend une analyse de séries de données provenant du questionnaire Intercultural Development Inventory (IDI), complété avant et après l'expérience à l’étranger par un groupe de traitement de 110 étudiants et par un groupe témoin de 88 étudiants. Les scores sur le questionnaire IDI avant-après du groupe de traitement font preuve d'un gain important sur le plan statistique par rapport aux scores du groupe témoin. De plus, ces premiers arrivent à décrire leur développement dans certains domaines. Il en résulte que cette analyse d’un cours en ligne basé sur la théorie a des implications importantes pour le développement interculturel pendant un programme d’études à l’étranger, notamment en ce qui concerne les pratiques exemplaires de mentorat en groupe, de pédagogie en fonction d'étape, et de réflexion critique.

Abstract in German

Wissenschaftler weisen darauf hin, dass Auslandsstudienprogramme vorsätzliche interkulturelle Interventionen für die Entwicklung der Studierenden entwerfen und umsetzen müssen. In dieser Studie wurde gemischte Forschungsmethoden verwendet, um die Wirksamkeit eines Online-Curriculums zu untersuchen, das die Entwicklung interkultureller Kompetenzen von Auslandssemesterstudierenden erleichtern soll. Drei Theorien liegten in die Gestaltung und das Studium des Lehrplans zugrunde: das interkulturelle Entwicklungskontinuum, »the Intercultural Praxis Model« und »the Intercultural Knowledge and Competence VALUE Rubric.« Mithilfe des interkulturellen Entwicklungsindikator (IDI), das vor und nach dem Auslandsstudium verteilt wurde, wurden Daten für eine Behandlungsgruppe mit 110 Studierenden und eine Kontrollgruppe mit 88 Studierenden analysiert. Die Ergebnisse zeigten, dass die Studierenden in der Behandlungsgruppe im Vergleich zur Kontrollgruppe ein statistisch signifikant höheres Maß an aussagekräftigen Zuwächsen bei ihren IDI-Werten von Pre- zu Posttest erzielten. Darüber hinaus beschrieben die Studierenden ihre Entwicklung in bestimmten Bereichen. Diese Ergebnisse tragen zur Literatur des Auslandsstudiums bei, indem sie einen theoretisch fundierten Online-Curriculum bewerten, der auf bewährten Methoden des Gruppen-Mentorings, der stufenbasierten Pädagogik und der kritischen Reflexion zur Entwicklung interkultureller Kompetenz während eines Auslandsstudienprogramms basiert und diese vorschlägt.

Abstract in Chinese

为了促进学生的个人成长，学者们建议留学项目必须有意识地设计和实施跨文化干预。本研究采用混合方法以检验一门在线课程的有效性。该课程旨在促进留学生在学期内的跨文化能力发展。三个理论构成了此课程设计和研究的基础：跨文化发展连续体（IDC），跨文化实践模型（Intercultural Praxis Model），以及跨文化知识与能力评估表（IKC VALUE Rubric）。利用留学前后分发的跨文化发展量表（IDI），本文作者们对110名干预组学生和88名对照组学生的数据集进行了分析。结果表明，与对照组相比，干预组学生在IDI分数从前测到后测的有意义增长方面取得了统计学上显著性的更高进步。此外，学生们描述了他们在特定领域的成长。这些发现通过评估一个基于理论的在线课程为留学文献做出了贡献。该课程根植于并提出了在学生参加留学项目期间开展跨文化能力发展的最佳实践，如团体辅导、阶段性教学法和批判性反思。

Promoting Arabic as a Foreign Language in the Middle East and North Africa: Host-Grounded Study Abroad Discourses

Zakaria Fahmi — 2024-04-16

Following the 9/11 tragedies, the interest in Arabic language and culture in non-traditional destinations such as MENA (Middle East & North Africa) has become vastly obscured with sociocultural and political issues. The mandate to maintain national security served to designate the language and its destinations critical, producing the hegemony of a political rationality that thrives on the globalist commodification of language and risks the homogenization of world cultures. To interrogate these essentialist discourses and others, we examine the ideologies underlying MENA host-grounded discourses to discern the valorization of the language in those destinations, as steered by the needs of globalization and power relations. Drawing upon an adapted, complementary multimodal critical discourse analysis (MCDA) approach, the current study analyzes the linguistic and visual resources of three study abroad (SA) programs’ websites. We argue that the orientalist gaze is bidirectional within the host and U.S. based discourse for matters of sociopolitical and economic interdependencies and that joint constructions of global hierarchies and economic inaccessibilities remain prevalent.

ملخص الدراسة:

أصبح الاهتمام باللغة والثقافة العربية في الوجهات غير التقليدية مثل منطقة الشرق الأوسط وشمال أفريقيا في أعقاب مآسي الحادي عشر من سبتمبر محجوباً إلى حد كبير بالقضايا الاجتماعية والثقافية والسياسية. وقد ساهم تفويضُ الحفاظ على الأمن القومي في اعتبار اللغة العربية ووجهات دراستها على نحو الحرج، بما عزز هيمنة العقلانية السياسية التي تزدهر بالتسليع العولماتي للغة، وبما يهدد في نفس الوقت بتجنيس ثقافات العالم. لتحرّي هذه الخطابات التأصيلية وغيرها نقوم هنا بتحليل الأيديولوجيات الكامنة وراء الخطابات المرتكزة على المدارس المضيفة في منطقة الشرق الأوسط وشمال أفريقيا لتمييز قيمة اللغة في تلك الوجهات وفقًا لمتطلبات العولمة وعلاقات القوة. نقوم بذلك عبر الاعتماد على منهج مكيَّف ومتكامل لتحليل الخطاب النقدي متعدد الوسائط الذي نحلل عبره في هذه الدراسة الموارد النصية والبصرية لثلاثة مواقع إلكترونية لبرامج الدراسة بالخارج، ونبني على ذلك في جدالنا أن النظرة الاستشراقية ثنائية الاتجاه داخل الخطاب الأمريكي وخطاب الجهة المستضيفة للطلاب فيما يتعلق بمسائل الترابط الاجتماعي والسياسي والاقتصادي، وأن البناء المشترك للتسلسلات الهرمية العالمية وصعوبة وجود الوصول الاقتصادي لا يزال سائدًا.

Travel Health-Related Preparation Practices of Institutions of Higher Education and Occurrence of Health-Related Events Among Undergraduate Students Studying Abroad, 2018–2021

Kristina Angelo — 2024-04-16

Background: Knowledge of specific health-related events encountered by students studying abroad and the availability and use of pre-travel healthcare for these students is lacking. Methods: Anonymous web-based questionnaires were sent to study abroad offices, student health centers, and undergraduate students after studying abroad at eight institutions of higher education in the United States and Ireland from 2018–2021. Analyses were descriptive; relative risks and 95% confidence intervals were calculated for health-related events. Results: One study abroad office required a pre-travel consultation. All student health centers had pre-travel counseling available. Among 686 students, there were 307 infectious and 1,588 non-infectious health-related issues; 12 students (2%) were hospitalized. Duration of travel and timing of a pre-travel consultation impacted the risk of health-related events. Certain mental health conditions were associated with increased risk of alcohol and drug use. Conclusion: Future studies should address the optimal timing and best practices to optimize health for students studying abroad.

Narrative World Building: Creative Applications for Gamification in Study Abroad

Ashley Lear — 2024-04-16

This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent digital journals of their experiences through the perspective of a gaming avatar chosen at the beginning of the course. Results from pre- and post-self-report surveys indicate that the game proposal assignment allowed students to develop stronger connections with one another while conducting research that gave them additional context for their cultural surroundings. However, those same students criticized participation in pre-defined environments or activities within the photo journal assignment that they perceived to lack authenticity. Future iterations of similar course designs should establish the course content and context as a foundation before enabling students to co-author the course’s game narrative. Assessment of learning outcomes beyond self-reports is also recommended.

Abstract in Spanish

Este estudio examinó a una cohorte de 12 estudiantes de intercambio estudiando una clase de topografía y narrativa de videojuegos en Salamanca, España, para determinar como habitar en y cocrear estos mundos basados en la narrativa, parte del trabajo de la clase, podría impactar la experiencia de los estudiantes dentro y fuera de la clase mientras participan en actividades culturales mandatorias y opcionales como visitas a museos y excursiones a lugares históricos. Los estudiantes completaron dos actividades de aprendizaje lúdicas: 1) cocrearon y presentaron una propuesta sobre su propio juego basado en la narrativa, gracias a investigación sobre la narración de historias condicionada por el entorno y 2) crearon diarios digitales independientes documentando sus experiencias desde la perspectiva del avatar creado para el juego y elegido al principio de la clase. Resultados de encuestas tomadas antes y después indican que trabajar en una propuesta sobre sus propios videojuegos permitió a los estudiantes desarrollar conexiones más fuertes entre ellos mientras hacían investigación que les ofreció contexto adicional de su entorno cultural. Aunque esos mismos estudiantes criticaron la participación en entornos predefinidos o actividades de la tarea del diario sobre los que sintieron falta de autenticidad. Futuras iteraciones de cursos diseñados similarmente deberían establecer el contenido y contexto del curso como base antes de permitir a los estudiantes coescribir la narrativa de juego de la clase. Asesoramiento de los resultados de aprendizaje más allá de encuestas es recomendado.

Student-Faculty Partnerships as Intercultural Encounters: Co-constructing the Pathways to Global Learning

Olivia Choplin — 2024-04-16

It is widely recognized that learning interventions that help student sojourners prepare for and process their study abroad experiences can increase those students’ learning gains. What if, however, students express skepticism or resistance to those learning interventions? This article offers a case study of a student-faculty partnership in re-designing and implementing a pre-, during-, and post-study abroad course sequence offered to world languages majors and minors at a relatively small private comprehensive university. We demonstrate that the student-faculty partnership led to increased buy-in from students and thus also to increased learning on their part. In proposing that student-faculty partnerships in course design can also be imagined as intercultural encounters, we argue that they can bring a unique richness and productive dialogue to designing powerful interventions for student learning abroad.

Abstract in French

Il est bien reconnu que les interventions d’apprentissage qui aident les étudiants en séjour à se préparer et à gérer leurs expériences d’études à l’étranger peuvent accroître les acquis de ces étudiants. Que se passe-t-il cependant si les élèves expriment du scepticisme ou de la résistance à l’égard de ces interventions d’apprentissage ? Cet article propose une étude de cas d'un partenariat étudiant-professeur visant à repenser et à mettre en œuvre une séquence de cours avant, pendant et après le semestre à l'étranger offerte aux étudiants spécialistes ou mineurs en langues dans une université privée polyvalente aux Etats-Unis. Nous démontrons que le partenariat étudiant-professeur a conduit à une adhésion accrue des étudiants et donc également à un apprentissage accru de leur part. En proposant que les partenariats étudiants-professeurs dans la conception des cours puissent également être imaginés comme des rencontres interculturelles, nous soutenons qu’ils peuvent apporter une richesse unique et un dialogue productif à la conception d’interventions puissantes pour l’apprentissage des étudiants à l’étranger.

The Moral Ecology of Unstructured Speaking on Study Abroad: Finding Speaking Opportunities

Matthew Bird — 2024-04-16

This report describes the moral phenomena that students in an intensive Arabic study abroad program encountered as they tried to find speaking opportunities for themselves outside of institutional arrangements. The ways that participants went about speaking activities were accompanied by tensions that they had to deal with throughout the program. They found themselves obliged to consider values such as decisiveness, independence, and fairness as they tried to become better conversationalists, cultural insiders, and friends with the people they met. Additional research using the same analytic framework could reveal deeply practical insights for the benefit of language learners and practitioners.

Abstract in Arabic

يصف هذا التقرير تجارب طلاب في برنامج مكثف لدراسة اللغة العربية بالخارج وخصوصاً الظواهر الأخلاقية التي واجهوها في محاولة إيجاد فرص طبيعية للتحدث. تغلبوا على توترات طول البرنامج نتيجةً لطرقهم في أنشطتهم التحدثية. كانوا ملزمين بإعتبار قيم مثل الحسم والاستقلال والإنصاف لكي يصبحوا متحدثين أفضل ومطلعين على الثقافة وأصدقاء الأشخاص الذين ألتقوهم. يمكن البحث الإضافي في نفس المنهج أن يكشف رؤى عملية عميقة لمتعلمي اللغات والمهنيين.

Developing Intercultural Competence Through Short-Term Study Abroad Programs: A Qualitative Case Study

Margaret Arrison Nolan — 2024-04-16

The globalization of business, education, and other sectors has illuminated the need for institutions of higher education to prepare students to adapt, interact, and perform in culturally diverse environments (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005; Williams et al., 2017). Utilizing the conceptual framework of Deardorff’s (2006) Intercultural Competence Model (ICM), this qualitative case study explored undergraduate students’ development of intercultural competence (IC) resulting from their participation in two different short-term study abroad programs (STSA) while enrolled at a specific U.S.-based university. Nine themes emerged that supported and enriched Deardorff’s ICM. Findings provided a more holistic comprehension of IC by capturing students’ own words, oral stories, descriptions, and feelings about their shared STSA experiences. Findings further identified students’ perceptions of the role that varied pedagogy played in their development of IC through STSA.

Abstract in Spanish

La globalización de los negocios, la educación y otros sectores ha puesto de relieve la necesidad de que las instituciones de educación superior preparen a los estudiantes para adaptarse, interactuar y desempeñarse en entornos culturalmente diversos (Arnett, 2002; Brislin & Yoshida, 1994; Elmuti et al., 2005); Williams et al., 2017). Utilizando el marco conceptual del Modelo de Competencia Intercultural (ICM) de Deardorff (2006), este estudio de caso cualitativo exploró el desarrollo de la competencia intercultural (CI) de estudiantes universitarios como resultado de su participación en dos programas diferentes de estudios a corto plazo en el extranjero (“short-term study abroad”; STSA) mientras estaban matriculados en una universidad específica en EE. UU. Surgieron nueve temas que apoyaron y enriquecieron el ICM de Deardorff. Los hallazgos proporcionaron una comprensión más holística de la CI al capturar las propias palabras, historias orales, descripciones y sentimientos de los estudiantes sobre sus experiencias STSA compartidas. Los hallazgos identificaron además las percepciones de los estudiantes sobre el papel que desempeñaba la pedagogía variada en su desarrollo de CI a través de STSA.

Comparing Influence and Value Based on Study Abroad Program Types

Katy Lane — 2024-04-16

Providing students opportunities to travel outside their home country to engage new cultures and perspectives increases global awareness and desirable workplace skills. Students are most influenced to go abroad by cost, course(s), length, and destination, and by family, peers, and advisors. This study examined data from 1,807 students at a U.S. university who participated in faculty-led, exchange, or provider programs over three years. We described students’ personal characteristics, influences on going abroad, value derived, and perceptions of safety. Statistically significant relationships between program type and participant characteristics were found. Principal influencers on students’ pursuit of global experiences included the study abroad website, faculty members, and former student participants. Their perceived value of study abroad was high. Participants believed their experience was a good investment and would recommend it to others. These results may assist education abroad professionals in their engagement with various student populations to encourage and enable global experiences.

Abstract in Spanish

Brindar a los estudiantes oportunidades para viajar fuera de su país de origen para involucrarse en nuevas culturas y perspectivas aumenta la conciencia global y las habilidades laborales deseables. Los estudiantes se ven más influenciados para viajar al extranjero por el costo, los cursos, la duración y el destino, así como por la familia, los compañeros y los asesores. Este estudio examinó datos de 1.807 estudiantes de una universidad de los Estados Unidos que participaron en programas dirigidos por profesores, de intercambio o de proveedores durante tres años. Describimos las características personales de los estudiantes, sus influencias al viajar al extranjero, los valores derivados y las percepciones de seguridad. Se encontraron relaciones estadísticamente significativas entre el tipo de programa y las características de los participantes. Los principales influyentes en la búsqueda de experiencias globales por parte de los estudiantes incluyeron el sitio web de estudios en el extranjero, miembros del cuerpo docente y ex estudiantes participantes. El valor percibido de estudiar en el extranjero era alto. Los participantes creyeron que su experiencia fue una buena inversión y la recomendarían a otros. Estos resultados pueden ayudar a los profesionales de la educación en el extranjero en su compromiso con diversas poblaciones estudiantiles para fomentar y permitir experiencias globales.

Study Abroad and Intensive Linguistic Immersion in Spain: Undergraduate Oral Proficiency for Short-Term Study Abroad

Dianne Burke Moneypenny — 2024-04-16

Study abroad is an important piece of the internationalization of curriculum and is particularly advantageous for second language learners. Many students study abroad to learn a language and the majority of students studying abroad enroll in shorter-term programs. Given their strong representation in the field of study abroad, the following article addresses second language students and oral proficiency in shorter-term study abroad programs. This study focuses on participants (n = 8) who spent three weeks in Spain. These students completed six credit hours of online spring semester coursework and signed an immersion contract for their three weeks abroad over the summer. Before departure and upon returning they took the Versant for Spanish test. Findings indicated that the three-week program abroad led to gains in overall Spanish oral proficiency as well as in vocabulary acquisition, fluency, and pronunciation skills.

Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers, Christina L. Isabelli-García, Casilde A. Isabelli. Palgrave Pivot, Cham (2020). XXII, 138pp., ISBN: 978-3-030-25159-8

Siqi Li — 2024-04-16

Second language acquisition (SLA) research in study abroad (SA) contexts dates back to the 1960s and has grown in prominence since Freed’s (1995) landmark work. Among the numerous titles on SA research, however, very few cater to inexperienced newcomers to the academic community. Against the backdrop, Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers, co-authored by Isabelli-García and Isabelli, serves as an invaluable resource tailor-made for novice researchers who wish to explore L2 development in SA experiences.