Intercultural Interventions in study abroad

Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Figures -- Tables -- Contributors -- Acknowledgements -- Foreword -- Chapter 1 Introduction: Enhancing and extending study abroad learning through intercultural interventions -- Internationalisation and study abroad -- The sharing of pedagogical innovations through professional organisations -- Journals that showcase intercultural interventions in study abroad -- Rationale for this book -- Theory-driven intercultural interventions -- Orientation of the book -- Overview of the book -- Summary -- Note -- References -- Chapter 2 Designing and implementing pre-sojourn intercultural workshops in an Australian university -- Introduction -- Context of intervention -- Participants -- Method of data collection and analysis -- Findings -- Students -- Conclusions and pedagogical implications -- Expanding the student base to foster peer learning -- Dialogic pedagogy -- Blended learning -- Note -- References -- Chapter 3 Monitoring class interaction to maximise intercultural learning in mobility contexts -- Introduction -- Literature review -- Intercultural learning and study abroad -- Intercultural learning and class interaction -- The context -- The IEREST project -- The teaching activity -- The class -- Methodology -- Aims and research questions -- Data collection and analysis -- Results -- PILS at work -- A need for teacher-mediated PILS -- Conclusions and pedagogical implications -- References -- Chapter 4 'I want to be able to understand each and every person that I come into contact with': Critical ... -- Introduction -- Aims of the intervention -- The theoretical approach underpinning the intervention -- Context and description of intercultural intervention -- Description of participants and data-collection methods -- Analysis of data

Agreeing on basic assumptions -- The intercultural is polysemic and ideological -- Protuberances -- The Other at the centre of protuberances -- Conclusions and pedagogical implications -- Chapter 5 Aspiring to postcolonial engagement with the Other: Deepening intercultural learning through reflection ... -- Introduction -- Aims of the intervention -- The theoretical framework/approach underpinning the intervention -- Context and description of intercultural intervention -- Description of participants -- Research design -- Data collection -- Data analysis -- Discussion of findings -- Conclusions and pedagogical implications -- References -- Chapter 6 Mentoring students' intercultural learning during study abroad -- Introduction -- Cultural mentoring and study abroad -- Context of the intervention -- Participants -- Data collection and analysis -- Findings and discussion -- Trust and guidance -- Community -- Narrative -- Conclusions and pedagogical implications -- References -- Chapter 7 Foregrounding intercultural learning during study abroad as part of a modern languages degree -- Introduction -- Aim of the interventions -- Design principles -- Theoretical framework -- Pedagogical approach -- Interculturality -- Context and description of the interventions -- A broad study of the pedagogical interventions -- A case study of an individual study abroad student -- Conclusions and pedagogical implications -- References -- Chapter 8 Optimizing intercultural learning and engagement abroad through online mentoring -- Introduction -- The design and development of Intercultural communication and engagement abroad -- Rationale for intervention -- Theoretical and methodological underpinning -- Learning goals -- Course content and weekly themes -- Learning materials and activities -- e-learning platform -- Assessment and feedback

An evaluative case study of the first offering of the online course -- Research aims and design -- NVivo database and informed consent -- Participants -- Instruments and data collection -- Approach to analysis of student learning data -- Discussion of findings -- Pre-course intercultural competence profile -- Sojourn data generated during the intervention -- Post-course intercultural competence profile -- Student reflections on the course -- The full-group, theme-based forum -- Fieldwork tasks with small-group sharing -- Reflective essays -- Conclusions and pedagogical implications -- Acknowledgments -- References -- Chapter 9 Employing telecollaborative exchange to extend intercultural learning after study abroad -- Introduction -- Literature review -- Intercultural communicative competence and study abroad -- Telecollaborative exchange for intercultural learning -- Sociolinguistic competence via peer feedback in intercultural learning -- The present study -- Context and aims of the project -- Synchronous and asynchronous CMC tools and tasks -- Participants -- Data collection and analysis -- Results and discussion -- Affordances of intercultural exchange on the development of ICC -- Effectiveness of peer feedback in intercultural exchange -- Conclusions and pedagogical implications -- Notes -- References -- Chapter 10 Developing globally prepared students through an experiential constructivist-driven intervention during ... -- Introduction -- The Framework for Reflective Intervention in Learning Abroad -- Definition of intercultural competence -- Personality theory and social constructivism -- Social constructivism -- The Developmental Model of Intercultural Sensitivity and the Intercultural Development Inventory -- Kolb's Experiential Learning Theory -- Curriculum design and phases of FRILA -- Phase 1: pre-intercultural experience

Phase 2: during intercultural experience - immersion phase of study abroad, internships, clinicals, rotations ... -- Phase 3: post-intercultural experience -- Assessing the impact of FRILA -- Case studies of individual students -- Data collection and analysis -- Findings -- Mira's case -- Laura's case -- Kim's case -- Conclusions and pedagogical implications -- References -- Chapter 11 PluriMobil: Pragmatic enhancement of intercultural learning before, during, and after study abroad -- Introduction -- PluriMobil: pedagogical resources for enhancing learning processes before, during, and after study abroad -- Interculturality in PluriMobil: a 'Janusian' approach -- An investigation of teacher conceptions of intercultural learning when using PluriMobil in a short-term study ... -- Context and participants -- Methodology -- Data analysis -- Teacher 1: 'that's these small things from the daily life that they have to learn' -- Teacher 2: 'I think - I understand - I myself - that there are differences or that certain things are ... -- Teacher 3: 'that I can look at myself in a more differentiated way ... and that I am able to do this exactly the ... -- Discussion -- Conclusions and pedagogical implications -- References -- Chapter 12 Structured reflection and immersion in Ecuador: Expanding teachers' intercultural and linguistic ... -- Introduction -- A sociocultural perspective on teacher development -- Development of teachers through immersion experience -- Cognitive domain: building knowledge of culture -- Intrapersonal domain: self-awareness of cultural identities and personal growth -- Interpersonal domain: development of a sociopolitical consciousness -- The teacher education project -- Program description -- Participants and procedures -- Data analysis -- Results -- Immersion domain -- Curricular domain -- Teaching practice domain

Conclusions and pedagogical implications -- References -- Commentary -- References -- Index