Shifting Perspectives When It Comes to the Cultural 'Other': Students' Reflections of Their Intercultural Encounters during Study Abroad

Autor/inn/en	Moreno Bruna, Ana María; Goethals, Patrick
Titel	Shifting Perspectives When It Comes to the Cultural 'Other': Students' Reflections of Their Intercultural Encounters during Study Abroad
Quelle	In: Language and Intercultural Communication, 23 (2023) 2, S.183-199 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moreno Bruna, Ana María) ORCID (Goethals, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2022.2082462
Schlagwörter	Study Abroad; Cultural Awareness; Intercultural Communication; Teacher Role; Teaching Methods; Critical Thinking; Reflection; Student Attitudes; Second Language Learning; Learning Processes; Intervention; Personal Narratives; Teacher Student Relationship; Translation; Departments; Universities; Foreign Countries; Indo European Languages; Spanish; International Cooperation; Educational Cooperation; Student Mobility; Perspective Taking; Outcomes of Education; Belgium; Spain + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Schülerverhalten; Zweitsprachenerwerb; Learning process; Lernprozess; Erlebniserzählung; Teacher student relationships; Lehrer-Schüler-Beziehung; Department; Abteilung; University; Universität; Ausland; Indoeuropäisch; Spanisch; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Zukunftsperspektive; Lernleistung; Schulerfolg; Belgien; Spanien
Abstract	Although contexts of learning abroad have traditionally been conceived as optimal settings for language and intercultural learning, Researchers advocate the implementation of pedagogical interventions that promote qualitative intercultural dialogue and guidance in language and intercultural learning process. Yet, studies are needed that carefully document and critically examine these interventions. This qualitative interview study explores how guided reflection efforts influence sojourners' intercultural learning by means of critical reflection. We analyse students' narratives collected during the intervention and draw conclusions regarding their ability to engage in critical reflection and the role of the instructor in fostering their reflection processes and intercultural learning development abroad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01