CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon

Tác giả

Ingram M.

Năm xuất bản

2005

Source title

Foreign Language Annals

Số trích dẫn

DOI

10.1111/j.1944-9720.2005.tb02486.x

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-33846384629&doi=10.1111%2fj.1944-9720.2005.tb02486.x&partnerID=40&md5=97c9e2c4e79d39b78f66a8c6e362e138

Tóm tắt

Given the decline in French majors and enrollments in French junior year study abroad programs, educators have increasingly turned to short-term study abroad for first- and second-year students. These programs can motivate students fulfilling the language requirement, while also internationalizing the curriculum through interdisciplinary and experiential learning in a foreign environment. This article examines a pilot program in which study abroad in Avignon, France, was an integral part of a third-semester course. Student evaluations were overwhelmingly positive. Many students subsequently continued with French, applied for the junior year Paris program, and found innovative ways to integrate language and study in other disciplines. Drawing on this experience, this article addresses the value of such programs to foreign language auricular development and to the internationalization of the liberal arts curriculum generally.

Từ khóa

Experiential learning; Foreign language immersion; Foreign language requirement; Interdisciplinary; Internationalization; Study abroad

Tài liệu tham khảo

Alalou A., Reevaluating the curricular objectives using students' perceived needs: The case of three language programs, Foreign Language Annals, 34, 5, pp. 453-469, (2001); Alalou A., Chamberlain E., Using student expectations and perceived needs to rethink pedagogy and curriculum: A case study, Foreign Language Annals, 32, 1, pp. 27-44, (1999); Antes T., But will I ever use this foreign language? Student perceptions of the applicability of foreign language skills, Foreign Language Annals, 32, 2, pp. 219-233, (1999); Brecht R.D., Ingold C.W., Literacy, numeracy, and linguacy. Language and culture and general education, Liberal Education, pp. 30-39, (2000); Brecht D.R., Walton A.R., The future shape of language learning in the new world of global communication: Consequences for higher education and beyond, Foreign language learning: The journey of a lifetime, pp. 110-152, (1995); Brecht R., Walton A.R., Caemmerer J., Russian in the United States: A case study of America's language needs and capacities, (1995); Gorka B., Niesenbaum R., Beyond the language requirement: Interdisciplinary short-term study-abroad programs in Spanish, Hispania, 84, 1, pp. 100-109, (2001); Hanratty K., Full circle learning in study abroad, International Educator, 10, 3, pp. 28-34, (2001); Knight S.M., Schmidt-Rinehart B.C., Enhancing the homestay: Study abroad from the host family's perspective, Foreign Language Annals, 35, 2, pp. 190-201, (2002); Language and context: Discipline and context-based approaches to language study, (1993); Lambert R., Problems and processes in U.S. foreign language planning, Annals of the American Academy of Political and Social Science, 532, pp. 47-58, (1994); Maxwell D., Garrett N., Meeting national needs. The challenge to language learning in higher education, Change, pp. 23-28, (2002); Maxwell D., Johnston Jr. J.S., Spalding J., Language mission project: A report of findings, Liberal Education, 4, pp. 40-47, (1999); Raschio R.A., Integrative activities for the studyabroad setting, Hispania, 84, pp. 534-541, (2001); Talburt S., Stewart M.A., What's the subject of study abroad?: Race, gender, and 'living culture, Modern Language Journal, 83, 2, pp. 163-175, (1999); Wheeler D.L., More students study abroad, but their stays are shorter, The Chronicle of Higher Education, (2000); Wilkinson S., Study abroad from the participants' perspective: A challenge to common beliefs, Foreign Language Annals, 31, pp. 23-39, (1998); Wylie L., Briere J.-F., Les Français, (1995)