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Ernest T Pascarella - One of the best experts on this subject based on the ideXlab platform.

  • the effect of Study Abroad on intercultural competence among undergraduate college students
    Journal of student affairs research and practice, 2013
    Co-Authors: Mark H Salisbury, Brian P An, Ernest T Pascarella
    Abstract:

    International educators have long asserted that Study Abroad improves students’ intercultural competence. However, the evidence is less clear than the rhetoric suggests. Examining longitudinal data from a national Study of college students, this Study explores the impact of Study Abroad on intercultural competence while accounting for a host of precollege characteristics, institutional differences, college experiences, and Study Abroad intent. Results challenge prior assertions and complicate our understanding of the educational impact of Study Abroad

  • Going Global: Understanding the Choice Process of the Intent to Study Abroad
    Research in Higher Education, 2009
    Co-Authors: Mark H Salisbury, Paul D. Umbach, Michael B. Paulsen, Ernest T Pascarella
    Abstract:

    This Study applies an integrated model of college choice to better describe students who do and do not intend to Study Abroad. Although internationalization through Study Abroad is widely touted as a preferred means of developing globally competent college graduates, very little is known about the factors that influence students’ predisposition to Study Abroad. This research explores the impact of financial, human, social, and cultural capital on students’ intent to Study Abroad. Analysis of data from the Wabash National Study of Liberal Arts Education (WNSLAE) demonstrates a complex interplay between SES, accumulated pre-college capital, and capital acquired during the freshman year. Important implications for national policy makers, senior administrators, Study Abroad professionals and higher education researchers are discussed.

Mark H Salisbury - One of the best experts on this subject based on the ideXlab platform.

  • the effect of Study Abroad on intercultural competence among undergraduate college students
    Journal of student affairs research and practice, 2013
    Co-Authors: Mark H Salisbury, Brian P An, Ernest T Pascarella
    Abstract:

    International educators have long asserted that Study Abroad improves students’ intercultural competence. However, the evidence is less clear than the rhetoric suggests. Examining longitudinal data from a national Study of college students, this Study explores the impact of Study Abroad on intercultural competence while accounting for a host of precollege characteristics, institutional differences, college experiences, and Study Abroad intent. Results challenge prior assertions and complicate our understanding of the educational impact of Study Abroad

  • Going Global: Understanding the Choice Process of the Intent to Study Abroad
    Research in Higher Education, 2009
    Co-Authors: Mark H Salisbury, Paul D. Umbach, Michael B. Paulsen, Ernest T Pascarella
    Abstract:

    This Study applies an integrated model of college choice to better describe students who do and do not intend to Study Abroad. Although internationalization through Study Abroad is widely touted as a preferred means of developing globally competent college graduates, very little is known about the factors that influence students’ predisposition to Study Abroad. This research explores the impact of financial, human, social, and cultural capital on students’ intent to Study Abroad. Analysis of data from the Wabash National Study of Liberal Arts Education (WNSLAE) demonstrates a complex interplay between SES, accumulated pre-college capital, and capital acquired during the freshman year. Important implications for national policy makers, senior administrators, Study Abroad professionals and higher education researchers are discussed.

Robert M Mcmillen - One of the best experts on this subject based on the ideXlab platform.

Paula Winke - One of the best experts on this subject based on the ideXlab platform.

  • changes in language learning beliefs as a result of Study Abroad
    System, 2009
    Co-Authors: Grace Lee Amuzie, Paula Winke
    Abstract:

    Abstract Learner beliefs have traditionally been considered stable and static. According to recent research, however, they are dynamic and variable. Under this theory, the current Study explores the effects of Study Abroad on beliefs. Belief questionnaires were administered to 70 English language learners while Studying Abroad in the United States. Learners were asked to reflect on their beliefs prior to arrival and at the time of the questionnaire administration to investigate what beliefs may change due to Study Abroad. The learners were divided into two groups according to their amount of time thus far Abroad to see if amount of time Abroad has an effect on belief changes. Factor analysis identified three underlying dimensions of the learner belief system, which concerned the teacher’s role, learner autonomy, and self-efficacy. Comparisons between pre- and during Study-Abroad beliefs revealed that learners experienced changes in their beliefs on learner autonomy and the role of the teacher. Those with more time Abroad had significantly more changes in their belief systems, suggesting that learning context and length of context exposure influence belief changes. Interviews provided insight into how Study-Abroad influences beliefs. This Study supports the view that beliefs are dynamic, socially constructed, and responsive to context.

Celeste Kinginger - One of the best experts on this subject based on the ideXlab platform.

  • social and cultural aspects of language learning in Study Abroad
    2013
    Co-Authors: Celeste Kinginger
    Abstract:

    1. Acknowledgement 2. Part I. Orientation 3. Introduction: Social and cultural aspects of language learning in Study Abroad (by Kinginger, Celeste) 4. Researching whole people and whole lives (by Coleman, James A.) 5. Part II. Qualitative and case studies 6. Self-regulatory strategies of foreign language learners: From the classroom to Study Abroad and beyond (by Allen, Heather Willis) 7. "Opening up to the world"?: Developing interculturality in an international field experience for ESL teachers (by Smolcic, Elizabeth) 8. Politics of identification in the use of lingua francas in student mobility to Finland and France (by Dervin, Fred) 9. An American in Paris: Myth, desire, and subjectivity in one student's account of Study Abroad in France (by Wolcott, Timothy) 10. Exploring the potential of high school homestays as a context for local engagement and negotiation of difference: Americans in China (by Tan, Dali) 11. The transformation of "a frog in the well": A path to a more intercultural, global mindset (by Jackson, Jane) 12. Part III. Pragmatics and identity 13. "I joke you don't": Second language humor and intercultural identity construction (by Shardakova, Maria) 14. Getting over the hedge: Acquisition of mitigating language in L2 Japanese (by Iwasaki, Noriko) 15. Identity and honorifics use in Korean Study Abroad (by Brown, Lucien) 16. A corpus-based Study of vague language use by learners of Spanish in a Study Abroad context (by Fernandez, Julieta) 17. Afterword (by Kinginger, Celeste) 18. Name index 19. Subject index

  • enhancing language learning in Study Abroad
    Annual Review of Applied Linguistics, 2011
    Co-Authors: Celeste Kinginger
    Abstract:

    Research demonstrates that Study Abroad can have a positive impact on every domain of language competence, and that it is particularly helpful for the development of abilities related to social interaction. However, some results suggest that Study Abroad intensifies individual differences in achievement: Certain students thrive while others founder. Qualitative studies provide insight into the sources of these differences both in the stances that students adopt toward their host communities and in the ways in which they are received. Overall, the research points to a need for language learners’ broader engagement in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced awareness of language itself. This article offers a rationale, based on the current state of the art in research, for including the expertise of language educators in the choice and design of Study Abroad programs. Students will benefit from programs specifically designed to foster language learning through observation, participation, and reflection.

  • language learning and Study Abroad a critical reading of research
    2009
    Co-Authors: Celeste Kinginger
    Abstract:

    List of Tables Acknowledgements Situating Language Learning in Study Abroad Measuring Language Acquisition Domains of Communicative Competence Communicative Settings for Language Learning Language Socialization and Identity Interpreting Research on Language Learning in Study Abroad Notes References Index

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