Second Language Study Abroad: Programming, Pedagogy, and Participant Engagement

416 Pages·2018·3.48 MB·English

by  John L. Plews

Second Language
Study Abroad
Programming, Pedagogy,
and Participant Engagement
Edited by John L. Plews
and Kim Misfeldt
Second Language Study Abroad
John L. Plews • Kim Misfeldt
Editors
Second Language
Study Abroad
Programming, Pedagogy, and
Participant Engagement
Editors
John L. Plews Kim Misfeldt
Department of Modern Fine Arts and Humanities
Languages & Classics Augustana Campus, University of Alberta
Saint Mary’s University Camrose, AB, Canada
Halifax, NS, Canada
ISBN 978-3-319-77133-5 ISBN 978-3-319-77134-2 (eBook)
https://doi.org/10.1007/978-3-319-77134-2
Library of Congress Control Number: 2018937674
© The Editor(s) (if applicable) and The Author(s) 2018
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
Cover image © courtneyk / Getty Images
Printed on acid-free paper
This Palgrave Macmillan imprint is published by the registered company Springer International
Publishing AG part of Springer Nature.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
Introduction: Shifting Attention to Second Language Study
Abroad Programming, Pedagogy, and Participant Engagement 1
John L. Plews and Kim Misfeldt
Part I Curriculum and Design 23
Positioning Year-Long Study Abroad at the Centre
of the Modern Languages Curriculum: Supporting
and Assessing Learning 25
Penny Johnson and Simon McKinnon
Lessons from 25 Years of Experimenting with Arabic Study
Abroad: Programme Evaluation, Culture, Location,
and Curriculum 49
Matthew T. Bird and R. Kirk Belnap
Student-Centred Second Language Study Abroad for Non-
traditional Sojourners: An Anglophone Caribbean Example 83
Ian Craig
v
vi Contents
Part II Pedagogical Approaches 123
Student Awareness of Teaching and Learning Approaches
in Second Language Study Abroad 125
John L. Plews, Kim Misfeldt, and Feisal Kirumira
Increasing Student Engagement During Study Abroad
Through Service Learning: A View from Japan 165
Dawn Grimes-MacLellan
Part III P articipant Experiences and Engagement 193
Exploring Intercultural Learning and Second Language
Identities in the ERASMUS Context 195
Ana Beaven and Claudia Borghetti
‘I Thought I Was Prepared.’ ERASMUS Students’ Voices
on Their Transition from L2 Learners to L2 Users 223
Sònia Mas-Alcolea
Language Teachers on Study Abroad Programmes:
The Characteristics and Strategies of Those Most Likely
to Increase Their Intercultural Communicative Competence 257
Deborah Corder, Annelies Roskvist, Sharon Harvey, and Karen Stacey
Adopt a Class: Engagement and Reflection During the Year
Abroad 299
Elizabeth A. Andersen and Sophie Stewart
Second Language Speaking and Intercultural Friendship
Formation in Study Abroad: Experiences and Perspectives
of International Students in the USA 327
Rebecca K. Smith
Conten ts vii
Gender as a Cultural and Social Construct in Language
Learning During Study Abroad 371
Mar Galindo
Index 403
Notes on Contributors
Elizabeth A. Andersen Senior Lecturer in German, School of Modern Languages,
Newcastle University, UK, and Director of the Routes into Languages North East
Consortium. Dr. Andersen is a Senior Lecturer in German at the School of
Modern Languages at Newcastle University. She teaches and researches in
German Medieval Studies and Film. Since September 2007, she has been the
Director of the North East Consortium of the National Routes into Languages
project, an outreach project designed to stimulate and foster interest in the
teaching of foreign languages in secondary schools.
Ana Beaven English Language Teacher, University Language Centre (C.I.L.T.A.),
University of Bologna. Dr. Beaven is an English Language teacher at the University
Language Centre, University of Bologna, Italy. Her main areas of interest are
intercultural (language) education, intercultural adaptation during study abroad,
and foreign language teaching and learning. She was the coordinator of the
European project IEREST (Intercultural Education Resources for ERASMUS
Students and their Teachers).
R. Kirk Belnap Professor of Arabic, Brigham Young University. Dr. Belnap is a
Professor of Arabic at Brigham Young University. He is also Director of the
National Middle East Language Resource Center and of BYU’s STARTALK
summer Arabic high school camps. His research interests include language pol-
icy and planning, second language acquisition, study abroad, and the history of
Arabic.
ix
x Notes on Contributors
Matthew T. Bird PhD Candidate, Instructional Psychology and Technology, Brigham
Young University. Mr. Bird is a PhD candidate at Brigham Young University. He is
interested in the design of second language instruction, study abroad, and educa-
tional evaluation.
Claudia Borghetti Research Fellow, Department of Modern Languages, Literature
and Cultures, University of Bologna. Dr. Borghetti is Research Fellow in Language
Learning and Teaching at the Department of Modern Languages, Literature and
Cultures, University of Bologna, Italy. She was the project manager of the
IEREST Project. She researches on intercultural language learning and teaching,
language education, and teaching Italian as a foreign/second language.
Deborah (Debbie) Corder Senior Lecturer and Associate Head of the School of
Language and Culture, Auckland University of Technology. Ms. Corder is a Senior
Lecturer and Associate Head of the School of Language and Culture at Auckland
University of Technology. She has taught Japanese at secondary and tertiary
levels and her teaching now focusses on intercultural competence in BA pro-
grammes. Her research interests include learner autonomy, ICT, intercultural
competence, and study abroad.
Ian Craig Senior Lecturer in Spanish, University of the West Indies, Cave Hill
Campus (Barbados). Dr. Craig is a Senior Lecturer in Spanish at the University
of the West Indies. Since joining the Cave Hill Campus of UWI in 1999, he has
led two student trips to Cuba and began research in study and residence abroad
by Caribbean sojourners in 2007. He is currently developing summer pro-
grammes for UWI students in Costa Rica, Mexico, and Spain and hopes to
continue to research and enhance the experience of sojourners from non-
traditional study abroad source contexts such as the Caribbean.
Mar Galindo Senior Lecturer in Linguistics, University of Alicante. Dr. Galindo
is a Senior Lecturer in Linguistics at the University of Alicante. She specialised
in SLA and the Teaching of Modern Languages at the University of Pennsylvania
and the University of Hawai’i at Manoa. She has been awarded with the ASELE
prize for excellence in research of Spanish language teaching (2011) and the
Young research prize of the Spanish Applied Linguistics Association (2013). She
is interested in languages, feminism, sports, and study abroad. She is a member
of the Institute for Research in Gender Studies of the University of Alicante.
Dawn  Grimes-MacLellan Assistant Professor, Meiji Gakuin University. Dr.
Grimes-MacLellan received her Ph.D. in Anthropology from the University of
Illinois and is currently an Assistant Professor at Meiji Gakuin University in Tokyo.
She is conducting research on student volunteerism and community partnership in
post 3.11 Japan.
Notes on Contributo rs xi
Sharon Harvey Associate Professor and Head of the School of Language and
Culture, Auckland University of Technology. Dr. Harvey is an Associate Professor
and Head of the School of Language and Culture, as well as Deputy Dean
(Research) of Faculty of Culture and Society, at Auckland University of
Technology. Her research interests cover critical language and migrant studies,
discourse analysis, language learning and teaching, curriculum studies, language
policy and planning, intercultural communication and competency, and lan-
guage teacher development.
Penny Johnson Teaching Fellow, School of Modern Languages and Cultures,
Durham University. Dr. Johnson teaches Spanish and Translation at Durham
University and is Year Abroad Assessment Co-Ordinator in the School of
Modern Languages and Cultures. Her research and scholarship activities are
based on Bourdieusian concepts of field and capital and postcolonial theory in
translation.
Feisal Kirumira Sessional Instructor, Augustana Campus, University of Alberta.
Mr. Kirumira has a Master’s degree in German Language and Literatures from
the University of Saarland, Germany, and in Applied Linguistics from the
University of Alberta. He is currently enrolled in a PhD programme in Secondary
Education at the University of Alberta. His research interests include error anal-
ysis, social linguistics, critical pedagogy, and phenomenology.
Sònia Mas-Alcolea Associate Professor of English as a Foreign Language, University
of Lleida. Dr. Mas- Alcolea is an Associate Professor of English as a Foreign
Language in the Department of English and Linguistics at the University of
Lleida. Her current research, which adopts a discourse-analytic approach, spe-
cialises in (European) student and academic mobility, identity and language
learning/use abroad, and cross-cultural communication and interculturality.
Simon McKinnon Teaching Fellow, School of Modern Languages and Cultures,
Durham University. Dr. McKinnon teaches French and Translation at Durham
University and has responsibility for curriculum development in the School of
Modern Languages and Cultures. His research interests include the intersection
between translation and imagology, translation pedagogy, and language learning
pedagogy.
Kim Misfeldt Professor of German and Vice Dean, Augustana Campus, University
of Alberta. Dr. Misfeldt is Professor of German and Vice Dean at the Augustana
Campus, University of Alberta. She directed the Canadian Summer School in
Germany 2003–2016. Her excellence in university teaching and educational
leadership has been recognised with four teaching awards, including a 3M