Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains
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Jun 30, 2016
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Abstract
Fifty student teachers who travelled abroad through three types of programs, namely, au pair, teaching assistantship and work abroad, while enrolled in two public Colombian universities, provided interview and survey data for this mixed method study which privileges a qualitative approach. Researchers analyzed these participants’ reports with the purpose of determining how their international sojourns leveraged their language abilities and their pedagogical learning. Results show participants’ self-perceived language betterment as anchored in their strategies and attitudes to capitalize on the multifarious learning opportunities they encountered. At the pedagogical level, expanding teaching skills and perspectives concerning methodology, the role of culture in learning, material design and curriculum became serendipitous achievements which hinged upon student teachers’ relation with mentors and participation in various pedagogical scenarios.
Keywords
work and study abroad, travelling abroad, EFL pre-service teachers, pedagogical learning, language ability improvementintercâmbio estudantil, viagens para o estrangeiro, inglês como língua estrangeira, aprendizado pedagógico, desenvolvimento de habilidade linguísticaintercambio estudiantil, viajes al extranjero, inglés como lengua extranjera, aprendizaje pedagógico, desarrollo de habilidad lingüística
References
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Badstübner, T. & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis/Teaching German, 42(1), 41-49.
Brecht, R., Davidson, D. & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37-66). Amsterdam: Benjamins.
Brindley, R., Quinn, S. & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25(3), 525-532.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Cherednichenko, G. A. (2009). The study of foreign languages abroad: Mastery and results.Russian Education & Society, 51(4), 29-49.
Coleman, J. A. (1997). Residence abroad within language study.Language Teaching, 30(1), 1-20.
Corbin, J. & Strauss, A. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Lincoln: Sage.
Creswell, J. W. & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Cushner, K. & Karim, A. U. (2004). Study abroad at the university level. En D. Landis, J. M. Bennett y M. J. Bennett (Eds.), Handbook of intercultural training (pp. 289-309). Thousand Oaks, CA: Sage.
DeKeyser, R. M. (2007). Study abroad as foreign language practice. En R. Dekeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208-226). Nueva York: Cambridge University Press.
Engle, L. & Engle, J. (2003). Study abroad levels: Toward a classification of program types. Frontiers: The interdisciplinary journal of study abroad, 9(1), 1-20.
Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German as a Foreign Language Journal, 1, 45-65.
Freed, B. F. (1998). An overview of issues and research in language learning in a study abroad setting. Frontiers: The interdisciplinary journal of study abroad, 4(2), 31-60.
Ginsberg, R. B. (1992). Language gains during study abroad: An analysis of the ACTR data. Washington, DC: National Foreign Language Center.
Kaplan, M. A. (1989). French in the community: A survey of language use abroad. The French Review, 63(2), 290-301.
Lapkin, S., Hart, D. & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 67-94). Amsterdam: John Benjamins.
Larzén-Östermark, E. (2011). Intercultural sojourns as educational experiences: A narrative study of the outcomes of Finnish student teachers’ language-practice periods in Britain. Scandinavian Journal of Educational Research, 55(5), 455-473.
Lee, J. F. (2009). ESL student teachers’ perceptions of a short-term overseas immersion programme. Teaching and Teacher Education, 25(8), 1095-1104.
Marshall, C. & Rossman, G. (2011). Designing qualitative research. Thousand Oaks: Sage.
Marx, S. & Pray, L. (2011). Living and learning in Mexico: Developing empathy for English language learners through study abroad.Race Ethnicity and Education, 14(4), 507-535.
Masgoret, A. M., Bernaus, M. & Gardner, R. C. (2000). A study of cross‐cultural adaptation by English‐speaking sojourners in Spain. Foreign Language Annals, 33(5), 548-558.
Meara, P. (1994). The year abroad and it effects. Language Learning Journal, 10, 32-38.
Mendelson, V. G. (2004). “Hindsight is 20/20”: Student perceptions of language learning and the study abroad experience.Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 43-63.
Milton, J. & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. Institut voor Togepaste Linguistik, 107, 17-34.
Osler, A. (1998). European citizenship and study abroad: Student teachers’ experiences and identities. Cambridge Journal of Education, 28(1), 77-96.
Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24(1), 14-25.
Phillion, J., Malewski, E. L., Sharma, S. & Wang, Y. (2009). Reimagining the curriculum: Future teachers and study abroad. Frontiers: The interdisciplinary journal of study abroad, 18, 323-339. Regan, V. (1995). The acquisition of sociolinguistic native speech norms. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 245-267). Amsterdam: John Benjamins.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon, UK: Multilingual Matters.
Tanaka, K. y Ellis, R. (2003). Study abroad, language proficiency, and learner beliefs about language learning.JALT journal, 25(1), 63-85.
Vatalaro, A., Szente, J. y Levin, J. (2015). Transformative Learning of Pre-Service Teachers during Study Abroad. Journal of the Scholarship of Teaching and Learning, 15(2), 42-55.
Viafara, J. J. y Ariza, J. A. (2015). From awareness to cultural agency: EFL colombian student teachers’ travelling abroad experiences. Profile Issues in Teachers Professional Development, 17(1), 123-141.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17(4), 505-517.
Badstübner, T. & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis/Teaching German, 42(1), 41-49.
Brecht, R., Davidson, D. & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37-66). Amsterdam: Benjamins.
Brindley, R., Quinn, S. & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25(3), 525-532.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Cherednichenko, G. A. (2009). The study of foreign languages abroad: Mastery and results.Russian Education & Society, 51(4), 29-49.
Coleman, J. A. (1997). Residence abroad within language study.Language Teaching, 30(1), 1-20.
Corbin, J. & Strauss, A. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Lincoln: Sage.
Creswell, J. W. & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Cushner, K. & Karim, A. U. (2004). Study abroad at the university level. En D. Landis, J. M. Bennett y M. J. Bennett (Eds.), Handbook of intercultural training (pp. 289-309). Thousand Oaks, CA: Sage.
DeKeyser, R. M. (2007). Study abroad as foreign language practice. En R. Dekeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208-226). Nueva York: Cambridge University Press.
Engle, L. & Engle, J. (2003). Study abroad levels: Toward a classification of program types. Frontiers: The interdisciplinary journal of study abroad, 9(1), 1-20.
Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German as a Foreign Language Journal, 1, 45-65.
Freed, B. F. (1998). An overview of issues and research in language learning in a study abroad setting. Frontiers: The interdisciplinary journal of study abroad, 4(2), 31-60.
Ginsberg, R. B. (1992). Language gains during study abroad: An analysis of the ACTR data. Washington, DC: National Foreign Language Center.
Kaplan, M. A. (1989). French in the community: A survey of language use abroad. The French Review, 63(2), 290-301.
Lapkin, S., Hart, D. & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three-month stay in Quebec. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 67-94). Amsterdam: John Benjamins.
Larzén-Östermark, E. (2011). Intercultural sojourns as educational experiences: A narrative study of the outcomes of Finnish student teachers’ language-practice periods in Britain. Scandinavian Journal of Educational Research, 55(5), 455-473.
Lee, J. F. (2009). ESL student teachers’ perceptions of a short-term overseas immersion programme. Teaching and Teacher Education, 25(8), 1095-1104.
Marshall, C. & Rossman, G. (2011). Designing qualitative research. Thousand Oaks: Sage.
Marx, S. & Pray, L. (2011). Living and learning in Mexico: Developing empathy for English language learners through study abroad.Race Ethnicity and Education, 14(4), 507-535.
Masgoret, A. M., Bernaus, M. & Gardner, R. C. (2000). A study of cross‐cultural adaptation by English‐speaking sojourners in Spain. Foreign Language Annals, 33(5), 548-558.
Meara, P. (1994). The year abroad and it effects. Language Learning Journal, 10, 32-38.
Mendelson, V. G. (2004). “Hindsight is 20/20”: Student perceptions of language learning and the study abroad experience.Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 43-63.
Milton, J. & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. Institut voor Togepaste Linguistik, 107, 17-34.
Osler, A. (1998). European citizenship and study abroad: Student teachers’ experiences and identities. Cambridge Journal of Education, 28(1), 77-96.
Pence, H. M. & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24(1), 14-25.
Phillion, J., Malewski, E. L., Sharma, S. & Wang, Y. (2009). Reimagining the curriculum: Future teachers and study abroad. Frontiers: The interdisciplinary journal of study abroad, 18, 323-339. Regan, V. (1995). The acquisition of sociolinguistic native speech norms. En B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 245-267). Amsterdam: John Benjamins.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon, UK: Multilingual Matters.
Tanaka, K. y Ellis, R. (2003). Study abroad, language proficiency, and learner beliefs about language learning.JALT journal, 25(1), 63-85.
Vatalaro, A., Szente, J. y Levin, J. (2015). Transformative Learning of Pre-Service Teachers during Study Abroad. Journal of the Scholarship of Teaching and Learning, 15(2), 42-55.
Viafara, J. J. y Ariza, J. A. (2015). From awareness to cultural agency: EFL colombian student teachers’ travelling abroad experiences. Profile Issues in Teachers Professional Development, 17(1), 123-141.
Willard-Holt, C. (2001). The impact of a short-term international experience for preservice teachers. Teaching and Teacher Education, 17(4), 505-517.
How to Cite
Viáfara González, J. J., & Ariza Ariza, A. (2016). Prospective Teachers’ Self-assessment of International Sojourns: Pedagogical Byproducts and Language Ability Gains. Signo Y Pensamiento, 35(68), 14–32. https://doi.org/10.11144/Javeriana.syp35-68.ptsi
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