ERIC Number: ED475757
Record Type: RIE
Publication Date: 2002
Maximizing Study Abroad: A Program Professionals' Guide to Strategies for Language and Culture Learning and Use.
Paige, R. Michael; Cohen, Andrew D.; Kappler, Barbara; Chi, Julie C.; Lassegard, James P.
This guide was written for study abroad program professionals to assist in facilitating students' culture and language learning before, during, and after their time abroad, providing students with tools that will enable them to best navigate, interpret, and learn from their own cross-cultural encounters. Eight sections focus on the following: (1) "Introduction"; (2) "Surveys and Indexes" (Learning Style Survey, Learning Strategy Use Inventory and Index, and Culture-Learning Strategies Inventory and Index); (3) "Students' Language and Culture Learning and Development" (e.g., taking students through the learning curve, assessing the study abroad experience, and recognizing students' levels of intercultural sensitivity); (4) "Culture Learning Strategies" (pre-departure, in-country, and post-study-abroad strategies); (5) "Strategies for Language Learning and Use" (facilitating the use of language learning strategies and re-entry and post-study-abroad language learning); (6) "Orientations and Workshops: Sequencing Suggestions and Time Frames" (e.g., facilitating classes and field trips and preparing students for re-entry); (7) "Activities and Handouts" (e.g., becoming familiar with culture, coping scenario, and reacting to changes); and (8) "Resources for Program Professionals." (SM)
Descriptors: Cognitive Style, Consciousness Raising, Coping, Cultural Awareness, Language Usage, Learning Strategies, Second Language Learning, Secondary Education, Study Abroad
Center for Advanced Research on Language Acquisition, University of Minnesota, 619 Heller Hall, 271-19th Avenue South, Minneapolis, MN 55455 ($30). Tel: 612-626-0559; Web site: http://www.bookstere.umn.edu/.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Minnesota Univ., Minneapolis. Center for Advanced Research on Language Acquisition.