Teachers' perspectives on pedagogy in short‐term language study abroad

Bibliographic Data

ID8938068
AuthorsBrett Fischer (0000-0002-1013-9220, Department of Modern Languages Cégep André‐Laurendeau Montréal Canada, corresponding author), Danielle Viens (0000-0003-3142-9187, Department of Modern Languages Cégep du Vieux Montréal Montréal Canada)
Year2023
Volume56
Issue4
Pages972-992
Publication date2023-08-03
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12710
OpenAlexW4385501985
LanguageEN
References cited34

Study abroad (SA) in North America is changing in two ways: short‐term trips are becoming more popular, and more students are traveling in teacher‐facilitated groups. These changes raise questions about how teaching methods can help to improve outcomes in short stays abroad, particularly in the case of language learners. To better understand teachers' perspectives on pedagogy, we conducted a series of group and individual interviews with 18 college teachers who facilitate short‐term language SA. The results of a constructivist grounded theory analysis showed that teachers believed pedagogy in short‐term SA could be improved by integrating the SA program into the at‐home curriculum, by targeting both measurable and process‐based objectives, by adopting a variety of teaching strategies including experiential teaching, and by integrating interactions between students and locals in different ways

Constructivist teaching methods · Curriculum · Experiential learning · Grounded theory · Language education · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Study abroad · Teaching method · Term (time · TRIPS architecture · Variety (cybernetics · Computer Science · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology

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