Details
Second Language Study Abroad
Programming, Pedagogy, and Participant Engagement|
96,29 € |
|
| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 23.05.2018 |
| ISBN/EAN: | 9783319771342 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book’s international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.<div><br></div><div><br></div>
Chapter 1: Introduction: Shifting attention to second language study abroad programming, pedagogy and participant engagement; John L. Plews and Kim Misfeldt.- Part 1: Curriculum and design.- Chapter 2: Positioning year-long study abroad at the centre of the modern languages curriculum: Supporting and assessing learning; Penny Johnson and Simon McKinnon.- Chapter 3: Lessons from 25 years of experimenting with Arabic study abroad: Programme evaluation, culture, location, and curriculum; Matthew T. Bird and R. Kirk Belnap.- Chapter 4: Student-centred second language study abroad for non-traditional sojourners: An Anglophone Caribbean example; Ian Craig.- Part 2: Pedagogical approaches.- Chapter 5: Student awareness of teaching and learning approaches in second language study abroad; John L. Plews, Kim Misfeldt and Feisal Kirumira.- Chapter 6: Increasing student engagement during study abroad through service learning: A view from Japan; Dawn Grimes-MacLellan.- Part 3: Participant experiences and engagement.- Chapter 7: Exploring intercultural learning and second language identities in the ERASMUS context; Ana Beaven and Claudia Borghetti.- Chapter 8: ‘I thought I was prepared’. ERASMUS students’ voices on their transition from L2 learners to L2 users; Sònia Mas-Alcolea.- Chapter 9: Language teachers on study abroad programmes: The characteristics and strategies of those most likely to increase their intercultural communicative competence; Deborah Corder, Annelies Roskvist, Sharon Harvey, and Karen Stacey.- Chapter 10: Adopt a Class: Engagement and reflection during the year abroad; Elizabeth A. Andersen and Sophie Stewart.- Chapter 11: Second language speaking and intercultural friendship formation in study abroad: Experiences and perspectives of international students in the USA; Rebecca K. Smith.- Chapter 12: Gender as a cultural and social construct in language learning during study abroad; Mar Galindo. <div><br></div><div><br></div>
<div><div>John L. Plews is Professor of German at Saint Mary’s University, Canada, President of the Canadian Association of University Teachers of German, and DAAD Research Ambassador. Dr. Plews publishes in the area of second language curriculum and teaching, second language learner identities, and study abroad for language learners and teachers. </div><div><br></div><div>Kim Misfeldt is Professor of German and Vice Dean at the Augustana Campus, University of Alberta, Canada. She directed the Canadian Summer School in Germany 2003-2016. Dr. Misfeldt's excellence in university teaching and educational leadership has been recognized with four teaching awards, including a 3M National Teaching Fellowship and the Charles Dunn COPLAC Award.</div></div><div><br></div><p></p>
This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book’s international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.<div><br></div><div><br></div>
Emphasizes theoretical and practical curricular and pedagogical means of attaining study abroad learning objectives Discusses programs and participants concerning various source and receiving countries: Canada, the Caribbean, China, Denmark, Egypt, England, France, Germany, Italy, Japan, Jordan, Morocco, New Zealand, Peru, Spain, the United States, and Wales Provides fresh insights for scholars of Applied Linguistics, as well as for teachers and teacher trainers
“This book makes a timely and significant contribution to the field of Study Abroad (SA) research and practice. Interweaving theoretical argumentation and commentary with empirical accounts from 17 different countries, this volume is a highly compelling and multi-voiced exploration of study abroad programming, pedagogy and student engagement. The book is a must-read for scholars, practitioners and participants involved in cultural and geographic exchange.” (Daniela Elsner, Professor, Goethe-University Frankfurt/ Main)“This timely volume demonstrates how scholars in different parts of the world can impact the language learning of study abroad students through theory-inspired, research-informed practice. A welcome addition to the field, this edited collection will be of interest to both experienced and novice study abroad professionals who seek to enhance the international educational experience of second language speakers.” (Jane Jackson, Professor, The Chinese University of Hong Kong)<br></p>
“This volume gets down to the nitty-gritty of second language study abroad. The editors have been resolute in ensuring that all contributions focus on programming, pedagogy and participant engagement at the micro level of experience. At the same time, big issues are not ignored, mainly through reference to other research and practice in the field and connecting with current conceptualizations of study abroad more broadly. The chapters are immensely readable, covering a wide range of regional contexts, student and teacher participants, and programme designs. They are also instructive, providing plenty of ideas for further research and programme development, all summarised very nicely by the editors in their introductory chapter. This book is a very timely contribution.” (Gary Barkhuizen, Professor and Head of School, University of Auckland)<br></p>
“This volume gets down to the nitty-gritty of second language study abroad. The editors have been resolute in ensuring that all contributions focus on programming, pedagogy and participant engagement at the micro level of experience. At the same time, big issues are not ignored, mainly through reference to other research and practice in the field and connecting with current conceptualizations of study abroad more broadly. The chapters are immensely readable, covering a wide range of regional contexts, student and teacher participants, and programme designs. They are also instructive, providing plenty of ideas for further research and programme development, all summarised very nicely by the editors in their introductory chapter. This book is a very timely contribution.” (Gary Barkhuizen, Professor and Head of School, University of Auckland)<br></p>
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