International service learning and critical global citizenship: A cross-case study of a Canadian teacher education alternative practicum

Larsen, Marianne A.; Searle, Michelle

doi:10.1016/j.tate.2016.12.011

Cited by 53 publications

(36 citation statements)

References 13 publications

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“…We found that this research could be differentiated by (1) the focal language (e.g., English, French, Spanish) and (2) the participants (e.g., high school students, college students, preservice teachers), in relation to (3) the context (e.g., Spanish as a heritage or second language in the United States, English as a foreign language for international students). We located an emerging area, international service‐learning, which combines features of study abroad with community service (Larsen & Searle, ; Rauschert & Byram, ; Smolcic & Katunich, ). This literature deserves a review of its own, bridging the conversation between the literature on CBSL and study abroad scholarship (see Marijuan & Sanz, ).…”

Section: Overview Of the Field: Cbsl And Language Educationmentioning

confidence: 99%

“…Critical frameworks, such as education for intercultural citizenship (Byram, , 2008; Porto & Byram, ), critical global citizenship (Larsen, ; Larsen & Searle, ), and critical intercultural inquiry (Flower, ), view interculturality as a mode of action. This research, building upon what Hellebrandt and Varona () described as “the ability to see the world from another point of view” (p. 71), responds to the intercultural communication demands of 21st‐century life.…”

Section: Overview Of the Field: Cbsl And Language Educationmentioning

confidence: 99%

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Shaping the vision for service‐learning in language education

Lee

Curtis

Curran

2018

Foreign Language Annals

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Language education has mobilized community‐based service‐learning's (CBSL) experiential paradigm in the United States and in international settings over the past 20 years, with the goal of enhancing the linguistic and communicative competence of language learners and advancing the intercultural competence that is necessary for global citizens to engage with a diverse world. This integration of language learning with local and online community projects has become an area of innovation that critically and reflectively engages diverse language speakers through collaboration. In this article, we take a holistic and critical approach to advance a language education agenda that emphasizes reflective capacity and translingual and transcultural competence, ultimately to build relationships. We begin by contextualizing this progression within the traditions of communal activity and activism for language rights. Since language use is increasingly intertwined with and shaped by migration and immigration, as well as the availability of technology, we also highlight new possibilities for community engagement through language. We discuss these implementations of CBSL, their convergences with ACTFL initiatives for prioritizing language education, and future directions for research.

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Section: Overview Of the Field: Cbsl And Language Educationmentioning

confidence: 99%

Section: Overview Of the Field: Cbsl And Language Educationmentioning

confidence: 99%

Shaping the vision for service‐learning in language education

Lee

Curtis

Curran

2018

Foreign Language Annals

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“…In coping with the language barriers, the participants practiced doing conversation three times a week. This sense of general systematicity can be found on Larsen and Searle (2017). They find that some language training workshops require to be organized to explain to the students what is there in the ISL program for understanding nature and communication.…”

Section: The Strategies To Cope With the Challengesmentioning

confidence: 97%

“…"Teaching requires learning to adapt communication skills to meet the specific learning needs of the local people. Students may require learning new language skills to meet this expectation (Larsen & Searle, 2017). For example, learning Spanish is a valuable skill that can be applied to most settings in the United States (Scott, 1990).…”

Section: The Challenges Of the Implementation Of Islmentioning

confidence: 99%

International Service Learning among Islamic Higher Education Institution Challenges and Strategies

2020

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The study aims at exploring the implementation of International Service Learning (ISL) among Islamic Higher Education Institutions in Indonesia, its challenges, and strategies to cope with them. To explore the phenomena, six Islamic Higher Education Institutions (IHEI) implementing the ISL in Indonesia were purposively selected as sample of the study. A face-to-face interview with the respondents and document analysis towards relevant resources were employed as the main data collection techniques. After analysing the data and, later, triangulated them, the following findings emerge. First, the implementation of ISL was structurally carried out on the basis of preparation, implementation, and evaluation. Second, employing a framework of ISL implementation, coined by Baker-Boosamra, most recommeded steps were followed. Third, ISL among IHEIs encounter some challenges to cope with. Some could be successfully resolved; some others remain unresolved. The study recommends that ISL among IHEIs be properly managed by formulating specific objectives. The formulated objectives serve as the standard of ISL successful implantation.

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“…Further research on LGBTQI+ people and issues in international education serves the profession because of internationalization's general claim to bring the world to the students and the students to the world (e.g. Capobianco, Chen, Lippez-De Castro & Rubaii, 2018;Knight, 2004;Larsen & Searle, 2017;Ziemba, Sarkar, Pickus, Dallwig, Wan & Alcindor, 2016). If the field of higher education scholarship continues to perpetuate the marginalization of the LGBTQI+ population by not including them in the discourse, then the current unequal state of power relations between the heteronormative structure and institutions and those who have been and continue to be marginalized will continue to dominate (Jubas, 2015, Jubas & White, 2017.…”

Section: Benefits Of a Queer Theoretical Lensmentioning

confidence: 99%

Examining International Education Research and Practice through a Queer Theory Lens

Capobianco

2020

Frontiers

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In this critical essay, the author explores the pronounced lack of attention to the intersection of LGBTQI+ people and issues in international education. By presenting and then employing a conceptual framework that combines a queer theoretical lens and a multi-level analysis of structural contexts, the author examines the existing body of literature and practice on the nexus of LGBTQI+ inclusion and international education in institutions of higher education. Through the use of this combined conceptual framework, the author introduces a path forward to build a more inclusive field of international education for all by discussing implications for practice and recommendations for future areas of research.

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International service learning and critical global citizenship: A cross-case study of a Canadian teacher education alternative practicum

Cited by 53 publications

References 13 publications

Shaping the vision for service‐learning in language education

Shaping the vision for service‐learning in language education

International Service Learning among Islamic Higher Education Institution Challenges and Strategies

Examining International Education Research and Practice through a Queer Theory Lens

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