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Engaging students in intentional cultural learning during study abroad
|Title:||Engaging students in intentional cultural learning during study abroad|
|Date Issued:||01 Jan 2017|
|Citation:||Ducate, L. & Lomicka, L. (2017). Engaging students in intentional cultural learning during study abroad. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 276-293. http://hdl.handle.net/102015/69775|
|Abstract:||This action research project creates intercultural learning opportunities by engaging|
students with the culture of the target country. During their study abroad
experiences, German intermediate language learners became engaged with their
environment to negotiate intercultural, translingual, and transcultural contexts
by the deliberate act of noticing. Assigned to a particular instructor-identified
theme, such as transportation or public spaces, students analyzed and reflected
on each picture to distinguish how it fit into the LESCANT (Victor, 1992) categories
(language, environment, social organization, context, authority, non-verbal,
and time). We investigated the following questions: (1) What do students notice
as they intentionally pay attention to a particular theme in the host country?
(2) How do students’ understandings of German or their own cultures change over
the five-week program? Data consist of study abroad students’ pictures, captions,
and final questionnaires. Our goal was to promote and illustrate a deeper engagement
with the target culture beyond the typical study abroad classroom and host
family experiences and to share ideas for successfully engaging students in critical
thinking about their translingual and transcultural experiences through interpersonal
and social means.
|Appears in Collections:||
2017 ENGAGING THE WORLD: SOCIAL PEDAGOGIES AND LANGUAGE LEARNING|
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