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
