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Positioning Year-Long Study Abroad at the Centre of the Modern Languages Curriculum: Supporting and Assessing Learning

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Second Language Study Abroad

Abstract

This chapter focusses on efforts to enhance year-long study abroad (SA) for UK modern languages and cultures students through closer alignment of learning and assessment in a range of destinations worldwide with learning and assessment elsewhere in the programme, and through increased support for social and experiential learning before, during, and after residence abroad. It presents a new system of project-based, culturally focussed formal academic study and assessment and a parallel scheme to provide multimodal blended learning support to help students optimise their social and experiential learning, intercultural development, enterprise skills, and future employability. This chapter argues that acknowledging the importance of both formal and informal learning is needed to allow SA to consolidate its position at the centre of the modern languages degree.

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Authors and Affiliations

  1. Durham University, Durham, UK

    Penny Johnson & Simon McKinnon

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  1. Penny Johnson
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  2. Simon McKinnon
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Correspondence to Penny Johnson .

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Editors and Affiliations

  1. Department of Modern Languages & Classics, Saint Mary’s University, Halifax, NS, Canada

    John L. Plews

  2. Fine Arts and Humanities, Augustana Campus, University of Alberta, Camrose, AB, Canada

    Kim Misfeldt

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Johnson, P., McKinnon, S. (2018). Positioning Year-Long Study Abroad at the Centre of the Modern Languages Curriculum: Supporting and Assessing Learning. In: Plews, J., Misfeldt, K. (eds) Second Language Study Abroad. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77134-2_2

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  • DOI: https://doi.org/10.1007/978-3-319-77134-2_2

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  • Publisher Name: Palgrave Macmillan, Cham

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  • Online ISBN: 978-3-319-77134-2

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