Researching whole people and whole lives

Coleman, James A.

doi:10.1075/lllt.37.02col

Cited by 141 publications

(54 citation statements)

References 28 publications

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“…There are, however, clear opportunities which are currently being missed with regards to understanding and integrating mobility experiences in a way which can address the claim that it is (in the case of European ERASMUS programmes) 'one of the greatest culture and character building programs that you can have in your whole life' (http://www.erasmusprogramme.com/). If, as Coleman (2013) reminds us, the residence abroad can be influential and life-changing throughout a person's life long after the experience itself, how much more could it do with a commitment to more than just the experience itself?…”

Section: Resultsmentioning

confidence: 99%

Student mobility and internationalisation in higher education: perspectives from practitioners

Castro

Woodin

Lundgren

et al. 2016

Language and Intercultural Communication

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Internationalisation is high on the agenda of higher education institutions across the world. Previous research on national and local policies surrounding this phenomenon has identified different discourses of internationalisation which may have an effect on practices such as student mobility. In order to understand better the role of student mobility in practice, the article analyses responses to an inquiry about internationalisation to a group of academic staff involved in intercultural education from universities around the world.Informants, all members of the research network Cultnet, working at 28 different universities in 15 countries, describe internationalisation within their practice, and their understanding of the role which student mobility plays in relation to this. Data were collected through questionnaires and interviews over a period of six months.The findings locate student mobility within discourses of internationalisation. They also raise questions in relation to the need for an intercultural dialogue approach in internationalisation.We argue that institutions and their staff should be aware of the discursive field of internationalisation in HE, take a critical stance and analyse their own role in student mobility. How mobility fits within the field of intercultural education for incoming, outgoing and ´home´ students should be highlighted and clarified in internationalisation agendas.Keywords: student mobility, internationalisation, higher education, intercultural dialogue. ResumenLa internacionalización ocupa mundialmente un lugar central en educación superior. En una investigación previa sobre política de internacionalización nacional y local, se identificaron tipos de discurso cuyos efectos se reflejan en la práctica, como la movilidad de estudiantes. Para comprender el papel que desempeña la movilidad, en este artículo se analizan datos obtenidos de un grupo de académicos de distintas universidades del mundo.Los participantes, miembros de la red de investigación Cultnet, profesores de 28 universidades y 15 países, describen cómo ven la internacionalización desde su práctica y qué papel desempeña la movilidad de estudiantes. Los datos se obtuvieron mediante cuestionarios y entrevistas realizadas durante seis meses. Los resultados sitúan la movilidad dentro de discursos de internacionalización. También suscitan interrogantes en torno a la necesidad de un enfoque de diálogo intercultural en la política de internacionalización de las instituciones. Se argumenta que instituciones de educación superior y su personal deberían ser conscientes 2 del discurso de la internacionalización, adoptar una postura crítica y analizar su papel con respecto a la movilidad. Se debería subrayar y hacer evidente en las agendas de internacionalización de estas instituciones el modo en el que la movilidad de estudiantes se integra en una educación intercultural.Palabras clave: movilidad de los estudiantes, internacionalización, educación superior, diálogo intercultural

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Section: Resultsmentioning

confidence: 99%

Student mobility and internationalisation in higher education: perspectives from practitioners

Castro

Woodin

Lundgren

et al. 2016

Language and Intercultural Communication

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“…Kinginger () defined study abroad as a temporary predefined educational sojourn, but the current expansion the field is witnessing has led us to subscribe to a broad conceptualization of SA. Our view is supported by the wide range of SA topics appearing in specialized journals such as Foreign Language Annals and the numerous threads identified in well‐known SA venues, such as the conferences organized by the American Association of Applied Linguistics (Coleman, ) or the Association of International Educators. This diversity of practices and international educational experiences amongst students of different backgrounds (e.g., second language [L2] learners [L2Ls], HLLs) goes hand in hand with a multiplicity of research areas that build on various theories and perspectives, such as cognitive and sociocultural theories within SLA, educational frameworks that tap into experiential learning, and even postcolonial and critical discourse accounts that highlight the negative effects of “commoditization” and the “exoticization” of SA (e.g., Caton & Santos, ).…”

Section: Introductionmentioning

confidence: 84%

“…Gaps in the literature suggest that to capture multiple perspectives on gender issues, research is needed on learners from countries outside the United States (Block, ). In addition, since “all study abroad is a gendered experience” (Coleman, , p. 34), research involving LGBTQ learners, which is strikingly scarce (e.g., Stoddard, ), is also needed. The challenges these students may face when deciding whether to go abroad or while studying abroad are largely unknown or are at most anecdotal.…”

Section: Internal and External Variables: Toward A Multidimensional Amentioning

confidence: 99%

Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice

Marijuan

Sanz

2018

Foreign Language Annals

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In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new technologies in research and educational practices; to constant challenges to diversify access for minority students, including heritage language learners; and to meeting the growing demands of a globalized economy and workforce. Current trends in SA program design such as the incorporation of service‐learning, volunteering, and internships into the SA curriculum are also given special consideration. The article focuses on language development first and then on the factors influencing that development that are internal and external to learners. Interfaces between these areas are addressed. Subsections of the article provide an outline of an innovative SA research agenda as well as suggestions for rethinking SA program design and implementation.

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“…Just as scholars in SA research have broadened their view of the learning context in SA, so, too, have researchers changed their conceptualizations of the language learner. This shift in perspective can broadly be summarized as moving from a view of learners as homogenous, yet metaphysically independent, processors of linguistic input to a conceptualization of the learner as a 'whole person' (Coleman 2013a). This transformation, which largely parallels trends in mainstream SLA, has occurred in stages.…”

Section: The Language Learner: Evolving Views Of the Learnermentioning

confidence: 99%

Language learning and study abroad

et al. 2018

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The aim of this review is to synthesize empirical studies on undergraduate language learners' experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that language learners generally encounter in the study abroad (SA) experience. We take a closer look at variables related to individual difference such as anxiety, motivation, and attitudes to more recent views of learner identity in language learning. We highlight the shift to language learner agency, a topic that merits more discussion in SA literature. We then review how the SA learning environments are treated. This review takes a closer look at research informed by socially grounded theories. Finally, we review the role that SA plays in undergraduate language curricula, where the objectives of the experience are aligned with at-home (AH) curricula, a topic that has not been fully discussed in SA literature. The conclusions offer suggestions for keeping pace with the broader field of applied/educational linguistics.

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Researching whole people and whole lives

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Cited by 141 publications

References 28 publications

Student mobility and internationalisation in higher education: perspectives from practitioners

Student mobility and internationalisation in higher education: perspectives from practitioners

Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice

Language learning and study abroad

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