One of the foremost-cited rationales for study abroad during college is the development of a global perspective and intercultural sensitivity. Although this argument is mentioned frequently in promotional materials for study abroad, it has not yet been backed by research based on the outcomes of students' study abroad experiences. As more students' study abroad and study abroad programing becomes shorter, it is more important than ever to test the claims made by program organizers. The present mixed-methods study examined 12 students' development in intercultural sensitivity over the period of a four-week study abroad program in Salamanca, Spain. Findings demonstrate that students made little changes in intercultural sensitivity as measured by the Intercultural Sensitivity Index and as reported in the qualitative data; however, these methods produced conflicting findings on students' stages of intercultural sensitivity development.Una de las racionalizaciones más citada en cuanto a los estudios en el extranjero a nivel universitario es el desarrollo de una perspectiva global y la sensibilidad intercultural. Aunque este argumento se menciona con frecuencia en los materiales de promoción de estudios en el extranjero, aún no ha sido respaldado por la investigación basada en los resultados de las experiencias del estudio en el extranjero de los alumnos. A medida que más alumnos estudian en el extranjero y la duración de los programas de estudios en el extranjero se hace más corta, es más importante que nunca poner a prueba las afirmaciones hechas por los organizadores de estos programas. El presente estudio de métodos mixtos examinó el desarrollo de la sensibilidad intercultural de doce estudiantes en un periodo de cuatro semanas en un programa de estudios en el extranjero en la ciudad de Salamanca, España. Los resultados demuestran que los estudiantes efectuaron cambios mínimos en la sensibilidad intercultural, al ser medida por el Índice de Sensibilidad Intercultural y como se informó en los datos cualitativos; sin embargo, estos métodos producen resultados contradictorios sobre las etapas del desarrollo de sensibilidad intercultural de los estudiantes.
Through a teacher-research project, I examined the tensions that emerged while negotiating with the students the curriculum for a Spanish for healthcare professionals course. I explore the tensions related to four emergent themes: student-centred versus teacher-centred learning, self-efficacy versus laissez faire work ethic, communication versus accuracy, and process versus product orientation. These themes are exemplified and analysed through the presentation of narratives based on the data collected. I present insights gained from this research and suggestions for teachers interested in engaging in curricular negotiation and/or innovation.
<h4>ABSTRACT</h4> <P>To make the baccalaureate nursing curriculum more responsive to changing U.S. demographics, the School of Nursing at The University of Texas at Austin instituted a required course, titled Spanish for Health Care Professionals. This course, developed in collaboration with the University’s Department of Spanish and Portuguese, focuses on conversational Spanish using the communicative language teaching approach, rather than grammar and medical terminology instruction. Class activities, along with course materials, are linked to nursing practice. Course assignments are designed to develop authentic communication in reading, writing, listening, speaking, and understanding culture, and students demonstrated oral and written linguistic gains in relation to their fluency and accuracy. Because the Hispanic population is now the largest minority group in the United States, this course will help nurses communicate with Spanish-speaking patients.</P> <h4>AUTHORS</h4> <p>Received: August 5, 2004</P> <p>Accepted: November 30, 2004</p> <p>Dr. Bloom is Assistant Professor, Department of Foreign Languages and Literature, University of Nebraska at Omaha, Omaha, Nebraska. Dr. Timmerman is Assistant Dean of Undergraduate Programs, and Dr. Sands is Dean, School of Nursing, The University of Texas at Austin, Austin, Texas.</p> <p>The authors would like to acknowledge Dr. Orlando Kelm and his team of graduate students from the Department of Spanish and Portuguese for the initial development of the course and course materials. They also acknowledge Dr. Joy Penticuff from the School of Nursing, who facilitated the curriculum change and course development as the Assistant Dean of Undergraduate Programs during the development and early initiation phase of the course.</p> <P>Address correspondence to Gayle M. Timmerman, PhD, RN, Assistant Dean of Undergraduate Programs, School of Nursing, The University of Texas at Austin, 1700 Red River, Austin, TX 78701; e-mail: <a href="mailto:gtimmerman@mail.utexas.edu">gtimmerman@mail.utexas.edu</a>.</P>
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