The Impact of Study Abroad on the Professional Lives of World Language Teachers
Bibliographic Data
| ID | 8939577 |
|---|---|
| Authors | Linda Quinn Allen (Iowa State University, corresponding author) |
| Year | 2010 |
| Volume | 43 |
| Issue | 1 |
| Pages | 93-104 |
| Publication date | 2010-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2010.01062.x |
| OpenAlex | W2100405530 |
| Language | EN |
| Citations received | 9 |
| References cited | 16 |
This article adds to the limited body of research on study abroad for experienced world/foreign language teachers. It describes a 3‐week institute sponsored by the National Endowment for the Humanities that took place in Lyon, France, during summer 2007. The study examines the institute's impact on a wide spectrum of the professional lives of the 30 teacher participants. Following a qualitative research paradigm, the study reports on the teachers' perspectives of further development of their proficiency in French and the expansion of their knowledge of cultural products, practices, and perspectives of France and Lyon. The study describes the curricular and instructional changes teachers made due to their participation and reports on the impact of the institute on their professional lives outside the classroom
Endowment · Foreign language · Language proficiency · Medical education · Pedagogy · Political science · Professional development · Qualitative research · Social science · Sociology · Study abroad · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Medicine · Psychology
“We are in our country. Why do we have to resort to western ways of doing things?”
A First Look at Language Contributions
Near-Term Effects of Short-Term Study Abroad
The role of provisional beliefs in teacher development
Student exchange in primary and secondary education and its effect on language gains, intercultural competence and language learning motivation
Intercultural Sensitivity Orientations Prior to Short-Term Study Abroad
Teachers' beliefs about developing language proficiency within the context of study abroad
Plurilingualism as agentive resource in L2 teacher identity
Learners' Perceptions of Arabic Consonant Contrasts
What Makes Us Think That Students Who Study Abroad Become Fluent?
Social learning theory
An Analysis of Interlanguage Development over Time
Return Home
Professional Development and Teacher Learning
From Bureaucratic Control to Building Human Capital
Bringing the Standards to life
ACTFL Performance Guidelines For K‐12 Learners
Learning the Rules
Learning by Doing
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
What Makes Professional Development Effective? Results From a National Sample of Teachers
An Analysis of Interlanguage Development over Time
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |