The Transformative Power of the Study Abroad Experience

Autor/inn/en	Leaver, Betty Lou; Campbell, Christine
Titel	The Transformative Power of the Study Abroad Experience
Quelle	In: L2 Journal, 15 (2023) 2, S.129-144 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Study Abroad; Transformative Learning; Socialization; Curriculum Design; Second Language Learning; Teaching Methods; Learning Processes; Educational Philosophy; Multilingualism; Cultural Awareness; Adult Education; Metacognition; Psychological Patterns; Self Control; Computer Simulation; Service Learning; Learning Experience; Universities; French; Russian; Ukrainian; Foreign Countries; Language Proficiency; Program Descriptions; College Second Language Programs; Military Personnel; Military Training; Job Training; Standards; Chinese; Hebrew; France (Paris); Ukraine (Kyiv); New York; California + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Pädagogische Transformation; Socialisation; Sozialisation; Lehrplangestaltung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Mehrsprachigkeit; Multilingualismus; Cultural identity; Kulturelle Identität; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Computergrafik; Computersimulation; Service-Learning; Lernerfahrung; University; Universität; Französisch; Russisch; Ausland; Language skill; Language skills; Sprachkompetenz; Militärausbildung; Berufsqualifizierender Bildungsgang; Standard; China; Chinesen; Kalifornien
Abstract	Language-related Study Abroad (SA) experiences can be catalysts for learner transformation in the areas of cognition, socialization, and/or affect by virtue of the location and experience. An Open Architecture Curriculum Design (OACD) framework can support, promote, and enhance such transformation, as evidenced in eight programs for young adults, including language students in government programs, referenced in this article. An educational philosophy that focuses on language learner transformation, Transformative Language Learning and Teaching (TLLT) has as its primary goals personal transformation that leads to multilingual/multicultural competence and learner autonomy; OACD is a fundamental principle of TLLT. Grounded in the work of Mezirow (1978, 1991), who first observed and described Transformative Learning (TL) in adult education, TLLT posits that the personal transformation cited involves cognitive, emotional, and cultural shifts occurring within the individual as s/he develops self-awareness, resolves disorienting dilemmas, identifies cognitive distortions, manages emotions, and ultimately integrates two (or more) cultures--the home culture and the target culture--on their own terms. TLLT in SA can be expressed as in-country study experience, virtual experience, language program with a service component, or in-country work experience with a language component. SA TLLT, in varying formats, has been used successfully in university, service academy, and government learning environments before, during, and after COVID--and continues to evolve with changing times. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01