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Second language study abroad = programming, pedagogy, and participant engagement /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Second language study abroad/ edited by John L. Plews, Kim Misfeldt.
Reminder of title:	programming, pedagogy, and participant engagement /
other author:	Plews, John L.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xvi, 414 p. :ill., form, digital ; : 22 cm.;
Contained By:	Springer eBooks
Subject:	Foreign study. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-77134-2
ISBN:	9783319771342

Second language study abroad = programming, pedagogy, and participant engagement /
Second language study abroadprogramming, pedagogy, and participant engagement /[electronic resource] :edited by John L. Plews, Kim Misfeldt. - Cham :Springer International Publishing :2018. - xvi, 414 p. :ill., form, digital ;22 cm.

Chapter 1: Introduction: Shifting attention to second language study abroad programming, pedagogy and participant engagement; John L. Plews and Kim Misfeldt -- Part 1: Curriculum and design -- Chapter 2: Positioning year-long study abroad at the centre of the modern languages curriculum: Supporting and assessing learning; Penny Johnson and Simon McKinnon -- Chapter 3: Lessons from 25 years of experimenting with Arabic study abroad: Programme evaluation, culture, location, and curriculum; Matthew T. Bird and R. Kirk Belnap -- Chapter 4: Student-centred second language study abroad for non-traditional sojourners: An Anglophone Caribbean example; Ian Craig -- Part 2: Pedagogical approaches -- Chapter 5: Student awareness of teaching and learning approaches in second language study abroad; John L. Plews, Kim Misfeldt and Feisal Kirumira -- Chapter 6: Increasing student engagement during study abroad through service learning: A view from Japan; Dawn Grimes-MacLellan -- Part 3: Participant experiences and engagement -- Chapter 7: Exploring intercultural learning and second language identities in the ERASMUS context; Ana Beaven and Claudia Borghetti -- Chapter 8: 'I thought I was prepared'. ERASMUS students' voices on their transition from L2 learners to L2 users; Sonia Mas-Alcolea -- Chapter 9: Language teachers on study abroad programmes: The characteristics and strategies of those most likely to increase their intercultural communicative competence; Deborah Corder, Annelies Roskvist, Sharon Harvey, and Karen Stacey -- Chapter 10: Adopt a Class: Engagement and reflection during the year abroad; Elizabeth A. Andersen and Sophie Stewart -- Chapter 11: Second language speaking and intercultural friendship formation in study abroad: Experiences and perspectives of international students in the USA; Rebecca K. Smith -- Chapter 12: Gender as a cultural and social construct in language learning during study abroad; Mar Galindo.

This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book's international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.

ISBN: 9783319771342

Standard No.: 10.1007/978-3-319-77134-2doiSubjects--Topical Terms:

562451
Foreign study.

LC Class. No.: P51 / .S343 2018

Dewey Class. No.: 418.0071

Second language study abroad = programming, pedagogy, and participant engagement /
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505 0 $a Chapter 1: Introduction: Shifting attention to second language study abroad programming, pedagogy and participant engagement; John L. Plews and Kim Misfeldt -- Part 1: Curriculum and design -- Chapter 2: Positioning year-long study abroad at the centre of the modern languages curriculum: Supporting and assessing learning; Penny Johnson and Simon McKinnon -- Chapter 3: Lessons from 25 years of experimenting with Arabic study abroad: Programme evaluation, culture, location, and curriculum; Matthew T. Bird and R. Kirk Belnap -- Chapter 4: Student-centred second language study abroad for non-traditional sojourners: An Anglophone Caribbean example; Ian Craig -- Part 2: Pedagogical approaches -- Chapter 5: Student awareness of teaching and learning approaches in second language study abroad; John L. Plews, Kim Misfeldt and Feisal Kirumira -- Chapter 6: Increasing student engagement during study abroad through service learning: A view from Japan; Dawn Grimes-MacLellan -- Part 3: Participant experiences and engagement -- Chapter 7: Exploring intercultural learning and second language identities in the ERASMUS context; Ana Beaven and Claudia Borghetti -- Chapter 8: 'I thought I was prepared'. ERASMUS students' voices on their transition from L2 learners to L2 users; Sonia Mas-Alcolea -- Chapter 9: Language teachers on study abroad programmes: The characteristics and strategies of those most likely to increase their intercultural communicative competence; Deborah Corder, Annelies Roskvist, Sharon Harvey, and Karen Stacey -- Chapter 10: Adopt a Class: Engagement and reflection during the year abroad; Elizabeth A. Andersen and Sophie Stewart -- Chapter 11: Second language speaking and intercultural friendship formation in study abroad: Experiences and perspectives of international students in the USA; Rebecca K. Smith -- Chapter 12: Gender as a cultural and social construct in language learning during study abroad; Mar Galindo.
520 $a This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book's international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.
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