Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

Sol, Niki

doi:10.4018/978-1-5225-2145-7.ch019

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…There is a recent push in higher education to improve students' intercultural communication skills and cultural fluency to prepare them to contribute to a culturally diverse world (Rubin, 2017;Sol, 2017). As an educator, I am responsible for facilitating learning experiences that engage students and teach them these valuable skills.…”

Section: Solutionmentioning

confidence: 99%

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Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Anderson¹

2022

JSE

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The purpose of this reflective practice was to explore an unexpected revelation that Collaborative Online International Learning (COIL) courses are an engaging and equitable way to enhance my students’ intercultural communication skills. This discovery happened after participating in a COIL training designed to mimic a virtual global exchange course. In this training, I learned to work collaboratively with an international teaching partner to design a course that would include a problem-based learning project with students from the United States and Brazil. Through the reflective process, my views about online learning were transformed, and I discovered that virtual learning could be collaborative and engaging. I also realized that COIL is a cost-effective alternative to study abroad programs where students can learn about various cultures. This reflective manuscript details my experience as I participated in training to facilitate COIL courses. A subsequent manuscript will elaborate on the reflective practice of my experience teaching a COIL class.

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Section: Solutionmentioning

confidence: 99%

“…Students can better understand and communicate with people across cultures by developing these skills. The goal is to prepare students to contribute to an interdependent and intercultural world (Sol, 2017).…”

Section: Introductionmentioning

confidence: 99%

Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Anderson¹

2022

JSE

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Language Learning while Negotiating Race and Ethnicity Abroad

Quan

2018

Frontiers

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Despite institutional and national focus on the importance of study abroad (SA) in U.S. higher education, the number of students of color abroad is still disproportionately low (Institute of International Education, 2017). Moreover, there is limited literature examining how race and ethnicity shapes experiences abroad, despite SA research highlighting how identity negotiation influences language learning in the SA context (Kinginger, 2013). This study presents the cases of two U.S. students —an Iranian-American and an African-and Mexican-American —studying in Spain. Through journals, interviews, surveys, and the Versant for Spanishoral test, this study illustrates how these participants rejected negative racial and ethnic positionings by withdrawing from host country nationals and eventually re-evaluating experiences to align with their desired identities. Both learners improved their Versantpost-SA but their linguistic confidence in their Spanish language capabilities did not increase. The study concludes with implications for creating more inclusive and supportive SA programs.

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Moving through Autonomy toward Interdependence: A Framework for Examining Student Perceptions of Development in a Hybrid Model Study Abroad Program

McCleeary

Sol

2020

Frontiers

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Examining how students develop abroad within a given study abroad program model can provide insight into their experiences and how to best support them. This study explores the experiences of students who studied abroad through one of Midwest College’s five hybrid study abroad programs during the 2016-2017 academic year. Semi-structured interviews were conducted with nine students to determine the participants’ perceptions of their personal development, using Chickering and Reisser’s (1993) third vector of student development, moving through autonomy toward interdependence, as a theoretical framework. The findings revealed that participants perceived they had grown in all three areas of Chickering and Reisser’s third vector: instrumental independence, emotional independence and interdependence, providing new insight and perspective into the growing body of research regarding student development in study abroad program models.

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Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

Cited by 3 publications

References 32 publications

Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Language Learning while Negotiating Race and Ethnicity Abroad

Moving through Autonomy toward Interdependence: A Framework for Examining Student Perceptions of Development in a Hybrid Model Study Abroad Program

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