Intercultural Sojourns as Educational Experiences: A Narrative Study of the Outcomes of Finnish Student Teachers' Language-Practice Periods in Britain

Larzén‐Östermark, Eva

doi:10.1080/00313831.2010.537687

Cited by 21 publications

(10 citation statements)

References 25 publications

(14 reference statements)

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“…It drew on biographical and life history approaches in the social sciences (Chamberlayne, Bornat, & Wengraf, ; Maines, ; Plummer, ; Riessman, ), which have recently been used in Applied Linguistics research to investigate individuals’ language learning histories (Barkhuizen, Benson, & Chik, ; Benson, ; Benson & Nunan, ; Kalaja, Menezes, & Barcelos, ; Kouritzin, ; Pavlenko, ). This approach has proven to be valuable in studies that link language learning to the development of identities, and it is especially suited to the study of long‐term processes of language learning beyond the classroom that are not directly accessible to observational research including study abroad (Benson et al., , ; Chik & Benson, ; Freed, ; Kinginger, ; Larzén–Östermark, ; Murphy–Lejeune, ).…”

Section: Methodsmentioning

confidence: 99%

“…Most previous studies of social networks and communities of practice in study abroad are based on snapshots of the student's contacts over a relatively short period of study. Adopting the view that language learning is “a ceaseless moving target,” characterized by variability and change (Douglas Fir Group, , p. 29), this case study of a student's experiences of communities of practice over 4 years of study abroad in Japan is one of a small number of longitudinal studies that have examined study abroad experiences of more than 1‐year duration (Chik & Benson, ; Kinginger, ; Larzén–Östermark, ). In contrast to studies that have mostly relied on interviews and ethnographic data, this study is also innovative in basing interviews on photographs taken by the participant over the 4 years.…”

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confidence: 99%

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Communities of Practice in Study Abroad: A Four‐Year Study of an Indonesian Student's Experience in Japan

Umino

Benson

2016

The Modern Language Journal

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This 4-year case study used a photo-elicitation approach to language learning history research in an individual case study of an Indonesian student's experiences of communities of practice while studying abroad in Japan. The study showed how the student's opportunities for interaction in Japanese were at first limited by his peripheral participation in institutionally organized communities of practice that consisted of international students and local Japanese support staff. Toward the end of his 4 years, however, the student succeeded in becoming a central participant in an informal self-organized community of practice that consisted mainly of local Japanese friends, who were more supportive of his interactions and language development. The study also shows how earlier experiences of peripheral participation scaffolded the student's later experience as a central participant. Photographs taken by the student over the 4 years were both a valuable source of data on the nature of his participation in communities and a stimulus to reflection that enriched the language learning history data.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Communities of Practice in Study Abroad: A Four‐Year Study of an Indonesian Student's Experience in Japan

Umino

Benson

2016

The Modern Language Journal

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“…Moreover, not only can intrinsic motivational factors such as cultural interest promote CFLL, but so too can external conditions such as learning environment, teachers, and peers influence CFLL learners (Yan, 2012). Mezirow's (1991) transformative learning theory has been used to analyze how pre-service teachers engage in cross-cultural learning and teaching programs in many different countries (Cushner & Mahon, 2002;Östermark, 2011, Trilokekar & Kukar, 2011. According to Mezirow (1991), transformative learning involves being critically aware of one's own assumptions and how they shape the ways in which people perceive, understand, and feel about the world.…”

Section: Cross-cultural Learning and Second Language Learningmentioning

confidence: 99%

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Deng¹

2019

Journal of Teaching and Learning

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Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.

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“…Furthermore, they expanded their repertoire of classroom language thanks to their observation of different language teachers (Lee 2009(Lee , 2011. Likewise, participants reported a growing confidence in experimenting with languages (Allen, 2010;Kabilan, 2013;Marx & Pray, 2011;Larzén-Östermark, 2011).…”

Section: Linguistic Outcomesmentioning

confidence: 99%

Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis

Citci¹,

Karaman²

2019

AJTE

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Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers' development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre-and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, and (3) intercultural. Based on this analysis, further research and practice directions regarding international language teacher education emerged. These emerging research agendas concentrated on the critical role of peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.

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Intercultural Sojourns as Educational Experiences: A Narrative Study of the Outcomes of Finnish Student Teachers' Language-Practice Periods in Britain

Cited by 21 publications

References 25 publications

Communities of Practice in Study Abroad: A Four‐Year Study of an Indonesian Student's Experience in Japan

Communities of Practice in Study Abroad: A Four‐Year Study of an Indonesian Student's Experience in Japan

A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis

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