The Georgetown Consortium Project: Interventions for Student Learning Abroad

Autor/inn/en	Vande Berg, Michael; Connor-Linton, Jeffrey; Paige, R. Michael
Titel	The Georgetown Consortium Project: Interventions for Student Learning Abroad
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 18 (2009), S.1-75 (75 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	International Programs; Learning Strategies; Study Abroad; Consortia; Partnerships in Education; Student Characteristics; Cultural Awareness; Intercultural Communication; Intervention; Mentors; College Students; Oral Language; Language Proficiency; Language Tests; Interviews; Second Language Learning; Housing; Achievement Gains; Measures (Individuals) + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studies abroad; Auslandsstudium; Vereinigung; Hochschulpartnerschaft; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Collegestudent; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Interviewing; Interviewtechnik; Zweitsprachenerwerb; Unterkunft; Achievement gain; Leistungssteigerung; Messdaten
Abstract	Six years ago, Georgetown University's Office of International Programs, together with partner institutions, designed a large-scale, multi-year study of U.S. student learning abroad. The data support three broad conclusions with significant implications for study abroad policies and practices. This analysis concentrates for the most part on one conclusion, that is, the study revealed significant relationships between independent variables representing learner characteristics and program features and the intercultural and target language learning of students abroad. The relationships between student learning and certain independent variables support the argument that students learn most effectively abroad given proactive learning interventions. This study, in highlighting a number of learner characteristics and program components that are significantly associated with student learning abroad, has yielded two different types of findings: first, those that call attention to needs for improving student learning; and second, those that suggest interventions that address those needs. The study has identified two intercultural learning needs and suggested six interventions that might be implemented at home campuses prior to departure to increase intercultural learning abroad. It has also identified five intercultural needs that might be addressed abroad through the intervention of a well-trained cultural mentor who meets with students frequently and who designs and delivers those interventions within Sanford's challenge/support hypothesis. (Contains 4 figure, 33 tables, and 37 notes.) (ERIC).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10