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Articulating study abroad: The depth dimension
|Title:||Articulating study abroad: The depth dimension|
|Date Issued:||01 Jan 2004|
|Publisher:||Thompson & Heinle|
|Citation:||Wilkinson, S. (2004). Articulating study abroad: The depth dimension. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 44-58. http://hdl.handle.net/102015/69609|
|Abstract:||As more and more undergraduate students at all levels within our foreign|
language programs opt to complete part of their studies in a target language country, the need to consider the curricular fit between study abroad
and the home campus program is becoming imperative. Using Lange’s
(1982) concepts of horizontal, vertical, and interdisciplinary articulation, this chapter considers (1) what we can learn about articulating study
abroad when we examine it through Lange’s lens, and (2) what we can
learn about articulation theory when we take into account the unique characteristics of study abroad. It is argued that the overseas immersion environment differs crucially from the home campus setting in its proliferation
and importance of out-of-class learning opportunities. Study abroad research reveals that this extracurricular setting is notoriously complex, characterized by a convergence of multiple linguistic and cultural demands that are also sensitive to numerous personal factors.To capture this issue of intensity that seems to be the key difference between home and host environments,
a depth dimension to Lange’s model is proposed, encompassing interdisciplinary articulation and complementing existing horizontal and
vertical axes. Implications of applying a broader three-dimensional articulation
model to the home curriculum, particularly the introductory language
program, are also discussed.
|Appears in Collections:||
2004 LANGUAGE PROGRAM ARTICULATION: DEVELOPING A THEORETICAL FOUNDATION|
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