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ERIC Number: EJ899298
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: ERIC
Reference Count: 25
ISSN: ISSN-1085-4568
A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming
Hoff, Joseph G.; Paige, R. Michael
Frontiers: The Interdisciplinary Journal of Study Abroad, v17 p89-106 Fall 2008
The ability of study abroad program professionals to teach culture and language learning strategies depends on many factors, such as their educational background, their preparation for this work, the commitment of their institution to preparing them, and the nature of the training materials available for their use. Until the publication of "Maximizing Study Abroad: A Program Professional's Guide to Strategies for Culture and Language Learning and Use" (Paige, Cohen, Kappler, Chi, & Lassegard, 2002), no resource had been available that specifically focused on culture and language learning strategies and training materials for study abroad program professionals who prepare study abroad participants. This study was designed to evaluate these materials in terms of their value to study abroad professionals. In addition, the study intended to provide the international education field with ideas for language and culture teaching, and ultimately the enhancement of language and culture learning in and out of class during the study abroad sojourn. The study presented the program professionals with new and different ways to teach culture and language learning strategies to their students and to understand the role of programming in the study abroad field. In addition, the study suggests that it was challenging at times for the program professionals to integrate the "Program Professionals' Guide" materials into their programming. (Contains 1 note.)
Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A