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Becoming transcultural: Maximizing s...

Peckenpaugh, Kacy.

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Becoming transcultural: Maximizing study abroad.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Becoming transcultural: Maximizing study abroad./
作者:	Peckenpaugh, Kacy.
面頁冊數:	226 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587286
ISBN:	9781303244186

Becoming transcultural: Maximizing study abroad.
Peckenpaugh, Kacy.

Becoming transcultural: Maximizing study abroad. - 226 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2013.

This item must not be sold to any third party vendors.

With rising demand for a workforce that can work cross-culturally (Mangan, 2011), it is not surprising that study abroad numbers have increased to a number of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Freed, 1998; Rivers, 1998; Wilkinson, 2000; Einbeck, 2002; Alred & Byram, 2002; de Nooy & Hanna, 2003; Kinginger, 2008; Kinginger, 2009; Kearney, 2010). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote student learning by integrating study abroad into the curriculum.

ISBN: 9781303244186Subjects--Topical Terms:

3172512
Foreign language education.

Becoming transcultural: Maximizing study abroad.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Beatrice Dupuy.
502 $a Thesis (Ph.D.)--The University of Arizona, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a With rising demand for a workforce that can work cross-culturally (Mangan, 2011), it is not surprising that study abroad numbers have increased to a number of countries, destinations, and program types (Open Doors, 2012). However, while study abroad is often touted as the ideal means to incite linguistic and cultural competence, the reality of student learning is not a given (Freed, 1998; Rivers, 1998; Wilkinson, 2000; Einbeck, 2002; Alred & Byram, 2002; de Nooy & Hanna, 2003; Kinginger, 2008; Kinginger, 2009; Kearney, 2010). If higher education wishes to endorse study abroad as a means to acquire the crucial knowledge, skills, and attitudes of a globalized workforce (Miller, 2009), it is imperative that colleges and universities promote student learning by integrating study abroad into the curriculum.
520 $a This dissertation focused on a three-credit general education course designed to prepare students for studying abroad by giving them a foundation in intercultural communication. There were, however, a number of post-study abroad students who had also enrolled in the course. The first study examined the process of two students unpacking their experiences abroad upon return to the home campus through the lens of experiential learning (Kolb, 1984), transformative learning (Mezirow, 2000), and ethnocentric versus ethnorelative worldviews (Hammer, Bennett, & Wiseman, 2003). The second study used these same frameworks to examine the learning process for four pre-study abroad students enrolled in this same course. Lastly, the third study examined how post-study abroad students articulated their learning abroad differently. In this study, a frequency analysis uncovered that the word(s) culture(s) was the highest, non-function word used by both by post-study abroad students who had enrolled in the course and by post-study abroad students who had not enrolled in the course. Sociocultural theory (Lantolf, 2000) was used to examine how the two groups used the words either as scientific or everyday concepts, as tools and symbols to convey meaning.
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