Abstract:Numerous students are encouraged to study overseas in the hope of becoming competitive professionals in a global community. The two major benefits of studying abroad as commonly believed are foreign language acquisition and intercultural communicative competence development. To gain a deeper understanding of whether study abroad programmers have significantly positive impact on students' linguistic gains and development of intercultural communicative competence, this paper reviews recent research on the develo… Show more
“…The guided interventions mentioned earlier offer exciting opportunities to facilitate students' negotiation of an intercultural identity. Instead of simply sending students abroad to dissect their intercultural development, which really only happens for students who go abroad for eight months or more (Guo, 2015), programs can offer varying approaches to help navigate the questions that arise about one's own identity in the context of other cultures. The options for these interventions' designs can be crafted to meet students' needs, as well as the program's learning outcomes.…”
Section: Solutions and Recommendationsmentioning
confidence: 99%
“…The research thus far has indicated the transformative power of intentional pedagogy in both enhancing students' intercultural competence in study abroad and making that gained competence last beyond the abroad experience. Importantly, these interventions particularly aid students who partake in short-term programs, where intercultural competence does usually not occur (Guo, 2015). As seen, the options available for what these guided interventions might look like can vary greatly.…”
Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.
“…The guided interventions mentioned earlier offer exciting opportunities to facilitate students' negotiation of an intercultural identity. Instead of simply sending students abroad to dissect their intercultural development, which really only happens for students who go abroad for eight months or more (Guo, 2015), programs can offer varying approaches to help navigate the questions that arise about one's own identity in the context of other cultures. The options for these interventions' designs can be crafted to meet students' needs, as well as the program's learning outcomes.…”
Section: Solutions and Recommendationsmentioning
confidence: 99%
“…The research thus far has indicated the transformative power of intentional pedagogy in both enhancing students' intercultural competence in study abroad and making that gained competence last beyond the abroad experience. Importantly, these interventions particularly aid students who partake in short-term programs, where intercultural competence does usually not occur (Guo, 2015). As seen, the options available for what these guided interventions might look like can vary greatly.…”
Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.
“…The terms ICC (Byram, , 2000), languaculture (Agar, , ), intercultural sensitivity (Bennett, ), cross‐cultural awareness, and regional competence (Watson et al, ) have all been used to describe the ability of learners to communicate with people from other cultures (Deardorff, ; Fantini, ; Guo, ; Sercu, ). Drawing on ICC literature, Sercu et al () described ICC as: The willingness to engage with foreign culture, self‐awareness and the ability to look upon oneself from the outside, the ability to see the world through the others' eyes, the ability to cope with uncertainty, the ability to act as a cultural mediator, the ability to evaluate others' point of view, the ability to consciously use culture learning skills and to read the cultural context, and the understanding that individuals cannot be reduced to their collective identities.…”
This study explored the development and maintenance of intercultural communicative competence (ICC) among 352 American learners of Arabic who completed summer intensive language programs in five Arab countries. Data were collected through a survey that was based on the 2007 draft of the Culture Proficiency Guidelines (Lampe, 2007; later adopted by the Interagency Language Roundtable in 2012) that was designed to measure ICC development and was administered upon students' return to the United States. The survey also investigated which components of the intensive study abroad program fostered the development of particular components of ICC. Data indicated that although students mostly developed ICC at the Intermediate level (completing daily activities), they also progressed into higher levels, e.g., by identifying, comparing, and contrasting traditions, history, and politics or by participating in low‐frequency social occasions. Data showed that the structured and the unstructured components of the program and the diglossic learning of Arabic both supported, to various degrees, students' development of ICC. Data also suggested that students sustained their developing levels of ICC upon their return to the United States, as demonstrated by their ability to shift perspectives, their increased compassion toward different populations, and their sensitivity to stereotyping.
“…Importantly, these interventions particularly aid students who partake in short-term programs, where intercultural competence does usually not occur (Guo, 2015). As seen, the options available for what these guided interventions might look like can vary greatly.…”
Section: Future Research Directionsmentioning
confidence: 99%
“…Instead of simply sending students abroad to dissect their intercultural development, which really only happens for students who go abroad for eight months or more (Guo, 2015), programs can offer varying approaches to help navigate the questions that arise about one's own identity in the context of other cultures. The options for these interventions' designs can be crafted to meet students' needs, as well as the program's learning outcomes.…”
Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.
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