Writing across Culture: An Introduction to Study Abroad and the Writing Process

Wagner, Kenneth A.; Magistrale, Tony

doi:10.2307/358689

Cited by 16 publications

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“…In response, a number of study abroad faculty have insisted on the importance of integrating course work with students' out-of-class experiences in order to facilitate cultural learning (Hill, 1987;Laubscher, 1994;Milleret, 1991;Riedel, 1989;Roberts, 1994;Wagner & Magistrale, 1995). Documentation of such curricular integration has been inadequate thus far, consisting largely of anecdotal accounts.…”

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confidence: 96%

“…With the proliferation of study abroad programs, however, faculty and researchers have begun to challenge assumptions that immersion creates automatic cultural and language learning, and to ask questions, particularly related to short-term programs, about the opportunities students have for extended, meaningful interactions with members of the host culture that enable them to make significant gains in their language skills and cultural understanding (Day, 1987;Riedel, 1989;Wilkinson, 1998). In response, a number of study abroad faculty have insisted on the importance of integrating course work with students' out-of-class experiences in order to facilitate cultural learning (Hill, 1987;Laubscher, 1994;Milleret, 1991;Riedel, 1989;Roberts, 1994;Wagner & Magistrale, 1995). Documentation of such curricular integration has been inadequate thus far, consisting largely of anecdotal accounts.…”

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confidence: 99%

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What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

Talburt

Stewart

1999

The Modern Language Journal

201

124

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Based on an ethnographic study that focused on the relations of students' in-and out-of-class cultural learning during a 5-week study abroad program in Spain, this article analyzes processes of teaching and learning in a Spanish culture and civilization class, the experiences of the only African-American student on the program, and students' responses to a class meeting in which race was overtly problematized. In contrast to the shared construction of cultural knowledge that characterized the class, discussion of race and gender was limited in its complexity, despite signs of new understandings among students. Given a need for all students to gain multiple cultural perspectives and growing evidence that peer groups constitute sources of identity and cross-cultural understanding for students abroad, we suggest that study abroad curricula incorporate sustained discussion of students' sociocultural differences and resulting particularities in their experiences in the host culture as part of the formal curriculum.

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confidence: 96%

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confidence: 99%

What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

Talburt

Stewart

1999

The Modern Language Journal

201

124

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“…It might consist of the format, which reflected the definition of intercultural competence. After one-month's return from the program, the researcher collected the sojourners' point of view through focus groups, and encouraged follow-up interviews (Allen & Herron, 2003;Murphy-Lejeune, 2003), diaries (Callen, 1999;Dueñas-Tancred & Weber-Newth, 1995;Lewis & Stickler, 2000); (Wagner & Magistrale, 1999;Warden, Lapkin, Swain, & Hart, 1995) and other different self-report contact (Pellegrino, 1998); these were employed much more frequently by the researcher with the evaluation of study abroad learning.…”

Section: The Participantsmentioning

confidence: 99%

Intercultural competency development through a study abroad program

Hsu¹

2013

IJRSLL

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Recently, more and more universities are focusing on short-term study abroad programs.However, the actual advantages of such programs have not yet been empirically tested. The primary purpose of this study is to investigate whether such study abroad programs can influence participants and improve an individual's intercultural competence. Using both reflections found in journals and follow-up interviews, the study aims to reflect the key factors that contribute to the intercultural development of the study participants. This paper elicits and examines the students' study abroad experiences, particularly in the minimal impacts on the levels of intercultural competence and results of the 2011 summer study abroad program. It is hoped that future study abroad programs will find that this new approach can not only help college students learn better but that it will also shed light on the importance of intercultural competence through dialogue. Further studies are recommended with respect to the duration of the study abroad programs and the quantity/quality of the various activities involved in the enhancement of the students' intercultural competence.

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“…Despite requests for more substantive research for the entire field (Burn and Smuckler ), direct research studies on specific aspects of the study abroad experience remain parsimonious. The limited literature on study abroad pedagogy focuses on foreign language acquisition, and coincidental learning (Lambert , ; Sadow ); others focus on writing pedagogy (Taylor ; Wagner and Magistrale ; Manley ).…”

Section: Literature On Study Abroadmentioning

confidence: 99%

Cuba Study Abroad: A Pedagogical Tool for Reconstructing American National Identity

Rogers

2012

Int Stud Perspect

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In an attempt to meet the goal of internationalizing the curriculum and equipping students for the twenty‐first century and beyond, schools have engaged themselves in a myriad of study abroad programs. These programs, in keeping with many of these schools' missions, are intended to encircle students with a more critical global awareness. While study abroad programs are promoted as self‐identity discovery tools, through which students can construct new national identities that transcend national borders, this paper, based on interviews conducted with College of Charleston students who studied in Cuba during spring 2007 and 2009 semesters, explores the relationship between the study abroad experience and identity formation. We argue that these encounters not only allow students to interrogate what it means to “be American” beyond the emotional, physical, and intellectual bounds of the United States, but also how their previous conceptions of self and nation can strengthen, not contradict, a global context.

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Writing across Culture: An Introduction to Study Abroad and the Writing Process

Cited by 16 publications

References 0 publications

What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"

Intercultural competency development through a study abroad program

Cuba Study Abroad: A Pedagogical Tool for Reconstructing American National Identity

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