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Student Awareness of Teaching and Learning Approaches in Second Language Study Abroad

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Second Language Study Abroad

Abstract

We explore second language (L2) students’ awareness of teaching and learning approaches used in study abroad (SA). Specifically, we introduced drama-pedagogical and task-based approaches for teaching Canadian undergraduate students L2 German in an intensive short-term SA programme in Germany. We analyse student awareness and perception of these approaches as lived experience in semi-structured curriculum research interviews with 68 participants in a qualitative study conducted in 2010, 2011, and 2012. Results show that students reflect on personally relevant learning processes and linguistic, intercultural, and psychological/developmental learning effects in association with the different approaches used. Our data provide evidence of student awareness of teaching approaches and of a clear commitment to learning when those approaches are also understood and seen to be personally effective.

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Authors and Affiliations

  1. Saint Mary’s University, Halifax, NS, Canada

    John L. Plews

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

    Kim Misfeldt

  3. University of Alberta, Camrose, AB, Canada

    Feisal Kirumira

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  1. John L. Plews
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  2. Kim Misfeldt
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  3. Feisal Kirumira
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Correspondence to John L. Plews .

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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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Plews, J.L., Misfeldt, K., Kirumira, F. (2018). Student Awareness of Teaching and Learning Approaches in Second Language Study Abroad. In: Plews, J., Misfeldt, K. (eds) Second Language Study Abroad. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77134-2_5

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  • DOI: https://doi.org/10.1007/978-3-319-77134-2_5

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  • Publisher Name: Palgrave Macmillan, Cham

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  • Online ISBN: 978-3-319-77134-2

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