Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Crane, Cori; Sosulski, Michael J.

doi:10.1111/flan.12437

Cited by 11 publications

(15 citation statements)

References 25 publications

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“…A student's ability to engage with community experiences depends on the intersection of their own sociocultural background, their developmental readiness for such learning to occur, and the privileged conditions that create the service placement (Jones et al, 2005). The question of developmental readiness for TL is particularly germane to this population of young adult learners and should guide the breadth and design of learning activities and the selection of content (Crane & Sosulski, 2021).…”

Section: Transformative Learning and Student Developmental Pathwaysmentioning

confidence: 99%

“…Examples focus on changes in student perceptions of language acquisition, motivation, and cross‐cultural awareness (Baker, 2018; Chavez et al, 2003; Kramsch, 1993; Ortuño, 1991). Documented methods for supporting shifts in perspective include contact with native speaker communities (Byram & Kramsch, 2008; Pak, 2020), collaborative learning (Pilling‐Cormick, 1997), being exposed to authentic materials (Abrams et al, 2006; Guy, 2007; Johnson, 2021; Tisdell & Thompson, 2007), cultural exposure (Schwartz, 2013), and critical reflection (Crane & Sosulski, 2021; De Santis & Willis, 2016; Johnson, 2015).…”

Section: Introductionmentioning

confidence: 99%

Looking to expertise about student developmental pathways within the disciplines of Psychology and Neurosciences, we find that Thompson (2014) places 18–25‐year olds into the developmental period of “emerging adulthood” and that during their sophomore and junior years, students develop competencies that…include moving beyond tolerance of differences to respect for traditions and identities different than one's own and to an affirmation of the value of diversity as a way of enriching one's life.…”

Section: Introductionmentioning

confidence: 99%

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Community‐based language learning as a transformative practice: An exploration of the modes of communication

Reisinger

Clifford

2022

Foreign Language Annals

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This study explores transformative learning (TL) in community‐based language learning experiences. The fall 2019 study, conducted with 25 undergraduate students enrolled in two advanced language courses with a service‐learning component, was designed to identify if TL is occurring, which classroom and community‐based activities lead to TL, and specifically, which modes of communication are associated with changes in students' beliefs, attitudes, and perceptions. Faculty administered pre‐ and post‐semester surveys on changes in students' values, beliefs, and opinions, as adapted from King's (2009) Learning Activities Survey. Survey results indicate that a majority of students experienced a moment of TL during the course, which was triggered by a combination of community interactions and course content. Students cited interpersonal speaking, interpretive listening, and interpersonal writing in the target language as high‐impact practices; presentational writing and presentational speaking garnered few responses. Findings indicate that students perceive reflection activities involving interpersonal speaking and writing in the L2 as most supportive of TL.

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Section: Transformative Learning and Student Developmental Pathwaysmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Community‐based language learning as a transformative practice: An exploration of the modes of communication

Reisinger

Clifford

2022

Foreign Language Annals

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“…Each reflection was assessed using a rubric (see Table 10.2) adapted from Crane and Sosulski (2020). In the Writing Ability category of the rubric the authors incorporated descriptors from the ACTFL's Writing Proficiency Guidelines (2012).…”

Section: Students' Reflectionsmentioning

confidence: 99%

“…Reflection was also assessed using qualitative thematic analysis to identify salient themes discussed by learners each day. Research-derived codes (Crane & Sosulski, 2020) for each salient theme were identified by the lead author and corroborated by the others. The frequency of use of both the central theme and subthemes was calculated for each class reflection.…”

Section: Students' Reflectionsmentioning

confidence: 99%

Education for Sustainable Development in Foreign Language Learning

Fuente¹

2021

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This unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students' awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.

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It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities

Jaiswal,

Masters,

Jin

et al. 2023

Perspect ASHA SIGs

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Purpose: Providing culturally responsive care for a diverse patient population is critical for future speech-language pathologists and audiologists. Prior studies have shown gains in intercultural competence (ICC) from study abroad programs, face-to-face classes, and online courses; however, limited studies have investigated differences between face-to-face and online modes of delivery in speech-language pathology and audiology. The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach. Method: The study used a mixed-methods approach collecting both quantitative (Intercultural Development Inventory) and qualitative (final reflection papers) data. Data analysis included t tests and clustering analysis of quantitative data and scoring and thematic analysis of qualitative data. Results: Results demonstrated statistically significant increases in IDI scores for participants in both the online and face-to-face classes. Qualitative analysis indicated that all participants, regardless of change in score, demonstrated growth in ICC as seen in their comments. Conclusions: Overall, structured intercultural learning activities embedded within a course can be an effective means of facilitating intercultural growth in undergraduate participants in both face-to-face and online instructional modalities. Additionally, participants whose quantitative scores declined had similar qualitative comments suggesting intercultural growth in all participants independent of changes in quantitative scores.

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Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning

Cited by 11 publications

References 25 publications

Community‐based language learning as a transformative practice: An exploration of the modes of communication

Community‐based language learning as a transformative practice: An exploration of the modes of communication

Education for Sustainable Development in Foreign Language Learning

It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities

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