Frontiers: The interdisciplinary journal of study abroad最新文献

{"title":"30 Years of Advancing the Field of Education Abroad: Reflections and New Directions for Frontiers","authors":"Elaine Meyer-Lee","doi":"10.36366/frontiers.v36i1.1010","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.1010","url":null,"abstract":"We used several reflection processes to assess where we are currently as a field and journal and to chart our future directions. First, after a SWOT analysis, the Editorial Board divided itself into three working groups, reflecting on the focus, organization, and quality of our work. Each made recommendations and brought them back for discussion with the full Board. Also, we invited a group of Visiting Distinguished Editorial Fellows to join us as action editors for a number of submissions whose review process had been complicated by the pandemic and editorial transition, and to come together for a reflective conversation on what they noticed and would like to see more of based on their long histories in the field. There were many parallel themes between this conversation and those of the Editorial Board working groups, which led us to plan several changes for our journal. Our consensus is that moving forward, we would like to support more robust engagement with the existing literature, rigorous methodologies, critical interdisciplinary thought pieces, and clearly articulated relevance to practice.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141396231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging Education Abroad and Domestic Multicultural Relations with Intercultural Learning","authors":"Milton Bennett, Keshia Abraham, Omolabake Fakunle, Julie Ficarra, Amy Henry, Marissa Lombardi, Quentin Redcliffe, Melissa Torres, Barry Van Driel","doi":"10.36366/frontiers.v36i1.827","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.827","url":null,"abstract":"This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of “white paper” as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"19 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spatialized Race and Sense of Belonging: Experiences of Black Students in Study Abroad","authors":"Cherese F. Fine, Katrina Black Reed, Lauren N. Duffy, Laetitia K. Adelson, Jason Combs, Kendra D. Stewart-Tillman","doi":"10.36366/frontiers.v36i1.820","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.820","url":null,"abstract":"Using a case study approach, this study examined the role that spatialized notions of race and sense of belonging had on 10 Black students from a predominantly White institution, in a diasporic study abroad experience in Cuba. In particular, this study explored how race was situated in the study abroad program (space) and in Cuba (place) and how it impacted Black students’ sense of belonging. Findings indicated the location and content of the study abroad experience, along with the group makeup of the trip, created a positive sense of belonging for Black students. Specifically, the themes that emerged include, Racialized Spaces: Connection to Blackness in the Program and Racialized Places: Connection to Blackness in the Destination. This study supports the importance of designing intentional programs that can build community and sense of belonging for Black students abroad.\u0000 \u0000Abstract in Spanish\u0000Utilizando un enfoque de estudio de caso, este estudio examinó el papel que las nociones espacializadas de raza y sentido de pertenencia tuvieron en 10 estudiantes negros de una institución predominantemente blanca, en una experiencia de estudio diaspórico en el extranjero en Cuba. En particular, este estudio exploró cómo se situaba la raza en el programa de estudios en el extranjero (espacio) y en Cuba (lugar) y cómo impactaba el sentido de pertenencia de los estudiantes negros. Los hallazgos indicaron que la ubicación y el contenido de la experiencia de estudiar en el extranjero, junto con la composición del grupo del viaje, crearon un sentido positivo de pertenencia para los estudiantes negros. Específicamente, los temas que surgieron incluyen Espacios racializados: conexión con la negritud en el programa y Lugares racializados: conexión con la negritud en el destino. Este estudio respalda la importancia de diseñar programas intencionales que puedan construir una comunidad y un sentido de pertenencia para los estudiantes negros en el extranjero.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"21 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Caterpillar to Butterfly: Story of an Ordinarily Extraordinary Generation Z L2 Student Abroad","authors":"Aurore Mroz, Julia Gorham","doi":"10.36366/frontiers.v36i1.855","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.855","url":null,"abstract":"This longitudinal mixed-methods case study aimed to explain why a seemingly ordinary U.S.-affiliated hyper-connected French language learner (Nancy) achieved extraordinary outcomes after 15 weeks in Paris, compared to fifteen Generation Z peers also enrolled in the program. Framed by Complex Dynamic Systems Theory and social pedagogies, the study adopted a retrodictive approach to “explain after by before” and retrace Nancy’s complex, non-linear trajectories of success. Adapting to new realities of students going abroad with their smartphones in hand, multiple measures of success (linguistic, intercultural, social, psychological, emotional) were triangulated with reports on smartphone usage, rich interviews, and background data to provide dense time-series and narrative illustrations of changes. Findings revealed the importance of the activation of Nancy’s agency to take advantage of the affordances of her study abroad environment through the butterfly effect arising from her initial conditions, judicious smartphone usage, and quality of L1 and L2 interactions.\u0000Abstract in French\u0000Cette étude de cas mixte longitudinale visait à expliquer les raisons pour lesquelles une apprenante du français langue étrangère ultra-connectée surnommée Nancy, affiliée à une institution universitaire états-unienne, est parvenue à des résultats d’apprentissage extraordinaires après un programme d’études à l’étranger de 15 semaines à Paris, par comparaison avec les quinze autres étudiant.e.s de la Génération Z qui étaient inscrit.e.s dans le même programme. Structurée par la Théorie des Systèmes Dynamiques Complexes ainsi que par les modèles de pédagogies sociales, cette étude a adopté une approche rétrodictive dans le but d’expliquer l’après par l’avant et de retracer ainsi les trajectoires complexes et non-linéaires ayant mené au succès de Nancy. En s’adaptant aux nouvelles réalités des étudiants qui partent à l’étranger smartphone en main, de multiples mesures de succès (linguistiques, interculturelles, sociales, psychologiques, émotionnelles) ont été triangulées avec des rapports d’utilisation du smartphone, de riches entretiens, ainsi que des données sur les origines des étudiant.e.s pour obtenir des sériographies temporelles et des illustrations narratives denses des changements encourus. Les résultats indiquent que le fait que Nancy ait activé son agentivité pour tirer profit des moyens que lui procurait son environnement d’apprentissage par le biais d’un effet papillon survenant de ses conditions initiales propres, de son usage judicieux du smartphone et de la qualité de ses interactions en langue première et langue seconde s’est révélé crucial.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"69 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative World Building: Creative Applications for Gamification in Study Abroad","authors":"Ashley Lear","doi":"10.36366/frontiers.v36i1.695","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.695","url":null,"abstract":"This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent digital journals of their experiences through the perspective of a gaming avatar chosen at the beginning of the course. Results from pre- and post-self-report surveys indicate that the game proposal assignment allowed students to develop stronger connections with one another while conducting research that gave them additional context for their cultural surroundings. However, those same students criticized participation in pre-defined environments or activities within the photo journal assignment that they perceived to lack authenticity. Future iterations of similar course designs should establish the course content and context as a foundation before enabling students to co-author the course’s game narrative. Assessment of learning outcomes beyond self-reports is also recommended.\u0000Abstract in Spanish\u0000Este estudio examinó a una cohorte de 12 estudiantes de intercambio estudiando una clase de topografía y narrativa de videojuegos en Salamanca, España, para determinar como habitar en y cocrear estos mundos basados en la narrativa, parte del trabajo de la clase, podría impactar la experiencia de los estudiantes dentro y fuera de la clase mientras participan en actividades culturales mandatorias y opcionales como visitas a museos y excursiones a lugares históricos. Los estudiantes completaron dos actividades de aprendizaje lúdicas: 1) cocrearon y presentaron una propuesta sobre su propio juego basado en la narrativa, gracias a investigación sobre la narración de historias condicionada por el entorno y 2) crearon diarios digitales independientes documentando sus experiencias desde la perspectiva del avatar creado para el juego y elegido al principio de la clase. Resultados de encuestas tomadas antes y después indican que trabajar en una propuesta sobre sus propios videojuegos permitió a los estudiantes desarrollar conexiones más fuertes entre ellos mientras hacían investigación que les ofreció contexto adicional de su entorno cultural. Aunque esos mismos estudiantes criticaron la participación en entornos predefinidos o actividades de la tarea del diario sobre los que sintieron falta de autenticidad. Futuras iteraciones de cursos diseñados similarmente deberían establecer el contenido y contexto del curso como base antes de permitir a los estudiantes coescribir la narrativa de juego de la clase","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"340 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intercultural Professional Development for Educators: Applying Intercultural Learning to Enhance Effectiveness","authors":"Nina Namaste, Whitney Sherman, Annie Gibson, Ezra Spira-Cohen","doi":"10.36366/frontiers.v36i1.826","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.826","url":null,"abstract":"To examine the interaction between educators’ intercultural development and students’ intercultural growth, we studied the impact of CIEE’s Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students’ intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators’ perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U’s (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, our study indicates the tangible results of formally and informally supported educators’ intercultural professional development. As a result of educators’ intentional intercultural development, they leverage skilled pedagogical techniques to effectively bridge with students to enhance their intercultural learning. Therefore, we argue for the investment, expansion, and mentorship of faculty development, particularly with regards to educator’s own intercultural growth, in order to activate and expand students’ learning while studying abroad.\u0000Abstract in Spanish\u0000Para examinar la interacción entre el desarrollo intercultural del profesorado y el avance cultural estudiantil nosotros estudiamos el impacto del curso, “Intercultural Communication and Leadership”, que enseña el programa CIEE. Nuestros resultados indican que el profesor, el país, el género y la disciplina tiene un impacto en los avances interculturales de los estudiantes que estudian en el extranjero (Gibson et al., 2023); este artículo se enfoca únicamente en las percepciones de los factores que les ayuda a los maestros a fomentar el aprendizaje intercultural de los estudiantes. Entrevistamos a 22 educadores y usamos a la rúbrica “Intercultural Knowledge and Competence VALUE” (2009) de AAC&U para interpretar las entrevistas. Nuestro estudio indica que lo más significativo, para ellos, es el desarrollo profesional que se enfoca en su propio desarrollo intercultural. Con esta formación el profesorado podía usar y aplicar pedagogías para conectar con los estudiantes que efectivamente avanzaban las habilidades interculturales de los estudiantes. A causa de tal, nosotros argüimos que la inversión, expansión y mentoría del profesorado, enfocado en su propio desarrollo intercultural, es necesaria para fomentar las capacidades interculturales de los estudiantes mientras estudian en el extranjero.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"7 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Steps Towards Decolonizing Study Abroad: Host Communities’ Perceptions of Change, Benefits, and Harms from Study Abroad","authors":"Heather Haeger, John E. Banks, Roman Christiaens, Lily Amador","doi":"10.36366/frontiers.v36i1.836","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.836","url":null,"abstract":"Educational travel, and in particular study abroad programs, are generally beneficial to students, but less is known about impacts on the communities in which they are located. This study explores such impacts for a small rural community in Costa Rica that has hosted dozens of ecotourism and study abroad programs. Sixteen interviews were conducted in the community to explore the social and cultural rewards and costs of these programs, including cultural changes such as increases in community members speaking English, availability of drugs and alcohol, appreciation of nature, and adoption of sustainable living practices. We analyze these impacts by examining common programmatic assumptions about study abroad and borrowing biological constructs of symbiosis to diagram the potential trade-offs and costs for the local community – as the basis for developing more mutualistic, decolonized programs in the future.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"91 12s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student-Faculty Partnerships as Intercultural Encounters: Co-constructing the Pathways to Global Learning","authors":"Olivia Choplin, Emily Ford","doi":"10.36366/frontiers.v36i1.794","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.794","url":null,"abstract":"It is widely recognized that learning interventions that help student sojourners prepare for and process their study abroad experiences can increase those students’ learning gains. What if, however, students express skepticism or resistance to those learning interventions? This article offers a case study of a student-faculty partnership in re-designing and implementing a pre-, during-, and post-study abroad course sequence offered to world languages majors and minors at a relatively small private comprehensive university. We demonstrate that the student-faculty partnership led to increased buy-in from students and thus also to increased learning on their part. In proposing that student-faculty partnerships in course design can also be imagined as intercultural encounters, we argue that they can bring a unique richness and productive dialogue to designing powerful interventions for student learning abroad.\u0000Abstract in French\u0000Il est bien reconnu que les interventions d’apprentissage qui aident les étudiants en séjour à se préparer et à gérer leurs expériences d’études à l’étranger peuvent accroître les acquis de ces étudiants. Que se passe-t-il cependant si les élèves expriment du scepticisme ou de la résistance à l’égard de ces interventions d’apprentissage ? Cet article propose une étude de cas d'un partenariat étudiant-professeur visant à repenser et à mettre en œuvre une séquence de cours avant, pendant et après le semestre à l'étranger offerte aux étudiants spécialistes ou mineurs en langues dans une université privée polyvalente aux Etats-Unis. Nous démontrons que le partenariat étudiant-professeur a conduit à une adhésion accrue des étudiants et donc également à un apprentissage accru de leur part. En proposant que les partenariats étudiants-professeurs dans la conception des cours puissent également être imaginés comme des rencontres interculturelles, nous soutenons qu’ils peuvent apporter une richesse unique et un dialogue productif à la conception d’interventions puissantes pour l’apprentissage des étudiants à l’étranger.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"154 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual Transborder Service Learning as a Transformative Educational Pedagogy: A California, USA - Baja California, Mexico Academic Partnership in Sustainable Tourism","authors":"Katie Dudley, Vinod Sasidharan, Marisa Reyes-Orta, Jose Olague","doi":"10.36366/frontiers.v36i1.819","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.819","url":null,"abstract":"Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.\u0000Abstract in Spanish\u0000El aprendizaje de servicio (SL) involucra a los estudiantes en experiencias de servicio intencionales y colaborativas que promueven la ciudadanía cívica. La pandemia de COVID-19 obligó a los cursos tradicionales de SL cara a cara a hacer la transición al aprendizaje de servicio virtual (e-SL). Este documento examina los resultados académicos y cívicos de un curso binacional de turismo sostenible e-SL para estudiantes universitarios. El curso fue diseñado para impartir conocimientos disciplinarios en turismo sostenible y competencias de ciudadanía cívica transfronteriza en las siguientes áreas: 1) Ética, 2) Alfabetización, 3) Investigación, 4) Acción, 5) Liderazgo y 6) Asociación. Se implementó una encuesta de estudiantes después del curso para evaluar las perspectivas de los estudiantes con respecto al logro de los resultados del curso. Los hallazgos revelaron transformaciones académicas y cívicas significativas (positivas) entre los estudiantes debido a la intencionalidad del diseño e implementación del curso e-SL. Los resultados indican que el e-SL en educación turística sostenible puede ser una pedagogía efectiva para inculcar el aprendizaje cívico, la responsabilidad y el compromiso entre los estudiantes y futuros profesionales en el campo del turismo.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Moral Ecology of Unstructured Speaking on Study Abroad: Finding Speaking Opportunities","authors":"Matthew Bird, Stephen Yanchar, Jennifer Bown","doi":"10.36366/frontiers.v36i1.810","DOIUrl":"https://doi.org/10.36366/frontiers.v36i1.810","url":null,"abstract":"This report describes the moral phenomena that students in an intensive Arabic study abroad program encountered as they tried to find speaking opportunities for themselves outside of institutional arrangements. The ways that participants went about speaking activities were accompanied by tensions that they had to deal with throughout the program. They found themselves obliged to consider values such as decisiveness, independence, and fairness as they tried to become better conversationalists, cultural insiders, and friends with the people they met. Additional research using the same analytic framework could reveal deeply practical insights for the benefit of language learners and practitioners.\u0000Abstract in Arabic\u0000يصف هذا التقرير تجارب طلاب في برنامج مكثف لدراسة اللغة العربية بالخارج وخصوصاً الظواهر الأخلاقية التي واجهوها في محاولة إيجاد فرص طبيعية للتحدث. تغلبوا على توترات طول البرنامج نتيجةً لطرقهم في أنشطتهم التحدثية. كانوا ملزمين بإعتبار قيم مثل الحسم والاستقلال والإنصاف لكي يصبحوا متحدثين أفضل ومطلعين على الثقافة وأصدقاء الأشخاص الذين ألتقوهم. يمكن البحث الإضافي في نفس المنهج أن يكشف رؤى عملية عميقة لمتعلمي اللغات والمهنيين.","PeriodicalId":486623,"journal":{"name":"Frontiers: The interdisciplinary journal of study abroad","volume":"26 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}