Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy

Colwell, Jamie; Nielsen, Diane Corcoran; Bradley, Barbara A.; Spearman, Mindy

doi:10.4018/978-1-4666-9672-3.ch006

Cited by 3 publications

(1 citation statement)

References 14 publications

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“…The study of intercultural capability falls within an array of domains, including skill, knowledge, as well as a disposition that potentially guides foreign language teachers" thinking and behaviour and can influence their classroom teaching practices. Concerning this, each domain's development is believed to have to be possessed by teachers to increase cultural awareness and implement culturally responsive teaching in today"s rapidly changing cultural landscape (Colwell, Nielsen, Bradley, & Spearman, 2016). Nonetheless, only a few studies have been conducted to investigate the development of Indonesian EFL teachers" intercultural capabilities in the context of an overseas degree program and its impacts on classroom English teaching practices upon their return to Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study

Zulferdi

Husna

2022

JEELS

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.

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Section: Introductionmentioning

confidence: 99%

Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study

Zulferdi

Husna

2022

JEELS

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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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Enhancing Cultural and Linguistic Awareness Through an International Teaching Experience

Bradley

Emerson

Silva

Handbook of Research on Field-Based Teacher Education

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The population of students in the United States is becoming increasingly diverse. At the same time, we live in highly interconnected global society with complex world problems. Thus, teachers need to prepare students to live and work collaboratively with people, locally and globally, from diverse background. Yet, how do in-service and preservice teachers support students if they have had limited experiences interacting with and understanding people from diverse backgrounds? This chapter describes a four-week summer study-abroad program in Italy, in which preservice teacher lived with a host family and observed and taught in an Italian school. It presents findings about what preservice teachers learned from (1) living with a host family, (2) observing in an Italian school, (3) becoming a culturally and linguistically diverse learner, and (4) teaching.

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Preservice Teacher Reflections about Short-Term Summer Study Abroad Experiences in Italy

Cited by 3 publications

References 14 publications

Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study

Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study

Blogging for intercultural communicative competence in study abroad programs

Enhancing Cultural and Linguistic Awareness Through an International Teaching Experience

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