Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design

Autor/inn/en	Engle, Lilli; Engle, John
Titel	Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (2004), S.219-236 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
Schlagwörter	Cultural Awareness; International Education; Testing; Language Tests; Program Effectiveness; Study Abroad; Second Language Learning; Outcomes of Education; Correlation; Mentors; Housing; Work Experience; Program Design; Foreign Countries; Second Language Instruction; France + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Internationale Erziehung; Testdurchführung; Testen; Language test; Sprachtest; Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Lernleistung; Schulerfolg; Korrelation; Unterkunft; Employment experience; Job experience; Occupational experience; Berufserfahrung; Programme design; Programmaufbau; Programmplanung; Ausland; Fremdsprachenunterricht; Frankreich
Abstract	Study abroad professionals have attempted in recent years to bring a statistical objectivity to the evaluation of the American study abroad experience. The complexity of international education is such that it is far from easy to move towards significant, objectively measurable, and comparable outcomes. This article presents a preliminary examination of one attempt to generate and interpret meaningful statistical assessment of the study abroad experience, within the context of specifically defined study abroad program types. The authors examine the data thus far generated, suggest its limitations, and appeal for a continued gathering of information. The authors suggest a structured, coordinated, profession-wide assessment effort that will gradually reveal a useful correlation between study abroad learning and the input of program variables such as duration, housing, experiential work and on-site mentoring. They argue that there is a strong relationship between a program's curricular design and the performance of students enrolled in it. The American University Center of Provence (AUCP), a small, independent, semester or full-year study abroad program, offers an example of a program that was designed by moving from desired learning outcomes to program design. The authors assess the extent to which students enrolling in this program are meeting the two primary goals of language and intercultural learning and explore as well the relationship between the two, relying on the Intercultural Development Inventory and on a language testing instrument developed by the "Chambre de Commerce et d'Industrie de Paris," the "Test d'Evaluation de Francais." Each testing instrument, its use at AUCP, and a brief presentation and preliminary analysis of results are presented. (Contains 4 figures and 1 note.) (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