Summer Study Abroad in Japan: Maximizing Intercultural Competency Development through Self-Guided Cultural Exploration and Reflection Tasks

Autor/inn/en	Fukuda, Makiko; Nishikawa Chávez, Katsuo
Titel	Summer Study Abroad in Japan: Maximizing Intercultural Competency Development through Self-Guided Cultural Exploration and Reflection Tasks
Quelle	In: Foreign Language Annals, 54 (2021) 3, S.823-846 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12556
Schlagwörter	Summer Programs; Study Abroad; Cultural Awareness; Reflection; Foreign Countries; Experiential Learning; Student Attitudes; Perspective Taking; Japan + Suchen Sie Ihr Suchwort? Sommerkurs; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Zukunftsperspektive
Abstract	This study analyzes how self-guided cultural exploration and reflection (SCER) tasks affect the development of intercultural competency (ICC) of students participating in a study abroad program. The Intercultural Effectiveness Scale (IES) was used to measure students' ICC development before and after a 6-week faculty-led study abroad program in Japan. The SCER tasks encouraged students to examine Japanese history, cuisine, politics, architecture, economy, communication style, and behaviors, and gain a sophisticated understanding of the Japanese culture through the lens of unique Japanese perspectives. The results reveal significant gains in overall IES scales, in particular, student's continuous learning and interpersonal engagement saw the most change. Analysis of student reflections further demonstrates the positive impact of culturally bridging experiences on self-awareness and cultural exploration. We argue that the impact of perspective-shifting practices, combined with students' first-hand intercultural experience improves student's level of hardiness. Finally, student reflections reveal the important role that the SCER tasks have on initiating a meaningful dialogue with their host families. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01