Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad

Pasterick, Michelle L.

doi:10.1007/978-3-030-24788-1_5

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…These projects exposed learners to relatable topics like social justice, equity, and equality issues affecting Hispanic societies locally and internationally, broadened their perspectives, and encouraged them to engage socially to produce positive change. Structured critical reflection (Pasterick, 2019) and journaling encouraged learners to connect their learning to other educational and personal experiences and broader sociocultural contexts, deepen their analytical skills, and capitalize on their development as language and culture learners. Students connected experiential learning to learning in the classroom via texts, discussions, and coursework.…”

Section: Discussionmentioning

confidence: 99%

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Goldoni¹

2022

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The most recent Open Doors report by the Institute of International Education (IIE, 2020) indicates that the number of non-white U.S. study abroad students has been steadily growing over the past 10 years, and now it accounts for 31% of all students pursuing part of their education abroad. This study focuses on four Spanish heritage language learners (SHLLs) of Dominican, Mexican, Peruvian, and Colombian/Venezuelan descent with differing Spanish proficiency who enrolled in a short-term study abroad (SA) program for Spanish in Quito, Ecuador during May-June of 2017, 2018, or 2019. This SA program was sponsored by a four-year college in the southeastern U.S. This study included a closed-ended questionnaire, semi-structured interviews, (classroom) observations, e-portfolios, journals, and e-mails. A poststructuralist lens and Norton's theory of investment were employed to explore the identities of these four undergraduates, their social networks, language, and culture learning opportunities, and how these experiences shaped their individual development. Considerations will be offered in terms of how a social justice-oriented curriculum can be a powerful approach to support the emergence of heritage language identities abroad in socially situated contexts. Civically oriented SA programs have the potential to help SHLLs construct global identities, increase communication skills, and gain global understanding, compassion, and tolerance for social change.

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Section: Discussionmentioning

confidence: 99%

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Goldoni¹

2022

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“…Structured critical reflection asks students to “think about what they are experiencing in systematic and ongoing [emphasis in original] ways and to learn to think outside of themselves” (Pasterick, 2019, p. 132). Structured reflection may include an array of practices (e.g., journals, blogging) that encourage students to move from retelling an experience to deepening their understandings of the world and altering their frames of reference (Crane, 2018; Mezirow, 2012; Rowan–Kenyon & Niehaus, 2011).…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala

Quan

Menard–Warwick

2021

The Modern Language Journal

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How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning-that is, they engage in translingual practice. This article presents the case of Terry-a Vietnamese-American learner of Spanish-during a 13-week stay in Guatemala as she navigates and reflects on her sense of self. Employing translingual practice and symbolic competence as theoretical frameworks, this study examines how Terry drew on her cultural and linguistic background to understand her experiences abroad and in turn, how an abroad experience encouraged critical self-reflection. Through a thematic analysis of interviews, course assignments, and audio-recorded classroom observations, the findings illustrate how an abroad curriculum that emphasized structured critical reflection and local engagement encouraged Terry's development of critical translingual competence; an awareness of the symbolic significance of meaning-making resources across contexts; and the inextricable connections among identity, language, and culture.

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Blogging for intercultural communicative competence in study abroad programs

Dressler

Crossman

Kawalilak

2022

SAR

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Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but intercultural communicative competence learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.

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Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad

Cited by 5 publications

References 15 publications

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala

Blogging for intercultural communicative competence in study abroad programs

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