Advertisement

Language and (Inter)Cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality During Study Abroad

  • Michelle L. Pasterick
Chapter

Abstract

Intercultural understanding and the ability to interact appropriately and effectively with members of other cultures is a necessary element in diverse classrooms. Because of the inextricable nature of language and culture, the world language classroom provides a ready-made site for intercultural development. To support this effectively, language teacher candidates must develop skills that allow for facilitating understandings, interactions, and shifting perspectives in their classrooms. This chapter outlines how mediation in an online study abroad (SA) course supports candidates’ understandings of issues of language and culture, and how the skills they develop abroad can transfer to their future classrooms.

References

  1. Aguilar Stewart, J. (2010). Using e-journals to assess students’ language awareness and social identity during study abroad. Foreign Language Annals, 43(1), 138–159.CrossRefGoogle Scholar
  2. Alred, G., Byram, M., & Fleming, M. (2003). Introduction. In G. Alred, M. Byram, & M. Fleming (Eds.), Intercultural experience and education (pp. 1–13). Buffalo, NY: Multilingual Matters.Google Scholar
  3. Aquino-Sterling, C. R., & Rodríguez-Valls, F. (2016). Developing teaching-specific Spanish competencies in bilingual teacher education: Toward a culturally, linguistically, and professionally relevant approach. Multicultural Perspectives, 18(2), 73–81.CrossRefGoogle Scholar
  4. Barrett, M. (2008, September 25–26). Intercultural competences: Reflections based on autobiography of intercultural encounters. Paper presented at the Council of Europe seminar on “Images of the ‘Other’ in history teaching: The role of history teaching institutions in the north and global south”, Lisbon, Portugal.Google Scholar
  5. Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.Google Scholar
  6. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia: Multilingual Matters.Google Scholar
  7. Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 6(18), 8–13.Google Scholar
  8. Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Buffalo, NY: Multilingual Matters.CrossRefGoogle Scholar
  9. DeKeyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80–92.CrossRefGoogle Scholar
  10. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Berlin: Aldine de Gruyter.Google Scholar
  11. Guerrero Nieto, C. H. (2007). Applications of Vygotskyan concept of mediation in SLA. Colombian Applied Linguistics Journal, 9(9), 213–228.CrossRefGoogle Scholar
  12. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2008). Personal identities. In P. Murphy & K. Hall (Eds.), Learning and practice: Agency and identities (pp. 149–160). Washington, DC: Sage.Google Scholar
  13. Holland, D., & Valsiner, J. (1988). Cognition, symbols, and Vygotsky’s developmental psychology. Ethos, 16(3), 247–272.CrossRefGoogle Scholar
  14. Jackson, J. (2008). Language, identity and study abroad: Sociocultural perspectives. Oakville, CT: Equinox.Google Scholar
  15. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.Google Scholar
  16. Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165.CrossRefGoogle Scholar
  17. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. New York: Oxford University Press.Google Scholar
  18. Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87–109.Google Scholar
  19. Martin, F., Pirbhai-Illich, F., & Pete, S. (2017). Beyond culturally responsive pedagogy: Decolonizing teacher education. In F. Pirbhai-Illich, S. Pete, & F. Martin (Eds.), Culturally responsive pedagogy (pp. 235–267). New York: Palgrave Macmillan.CrossRefGoogle Scholar
  20. Palpacuer Lee, C., Curtis, J., & Curran, M. (2018). Shaping the vision for service learning in language education. Foreign Language Annals, 51(1), 169–184.CrossRefGoogle Scholar
  21. Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Washington, DC: Sage.Google Scholar
  22. Savva, M. (2017). Learning to teach culturally and linguistically diverse students through cross-cultural experiences. Intercultural Education, 28(3), 269–282.CrossRefGoogle Scholar
  23. Sercu, L., Bandura, E., Castro, C., Davcheva, L., Laskaridou, C., Lundgren, U., … Ryan, P. (2005). Foreign language teachers and intercultural competence: An international investigation. Buffalo, NY: Multilingual Matters.Google Scholar
  24. Smolcic, E. (2013). “Opening up to the world”? Developing interculturality in an international field experience for ESL teachers. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 75–99). Philadelphia: John Benjamins.CrossRefGoogle Scholar
  25. Talburt, S., & Stewart, M. (1999). What’s the subject of study abroad? Race, gender, and “living culture”. The Modern Language Journal, 83(2), 163–175.CrossRefGoogle Scholar
  26. Tannen, D. (1984). The pragmatics of cross-cultural communication. Applied Linguistics, 5(3), 189–195.CrossRefGoogle Scholar
  27. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.Google Scholar
  28. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: The MIT Press.Google Scholar
  29. Zuckerman, G. (2003). The learning activity in the first years of school: The developmental path toward reflection. In A. Kozulin, B. Grindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 177–199). New York: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Michelle L. Pasterick
    • 1
  1. 1.Pennsylvania State UniversityUniversity ParkUSA

Personalised recommendations