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20 - Intercultural Education in Study Abroad Contexts

from Part III - Methods

Published online by Cambridge University Press:  18 February 2020

By
Jane Jackson
Edited by
Guido Rings  and
Sebastian Rasinger
Guido Rings
Affiliation:
Anglia Ruskin University, Cambridge
Sebastian Rasinger
Affiliation:
Anglia Ruskin University, Cambridge
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Summary

Drawing on contemporary research findings, Jane Jackson’s chapter rejects the assumption that tertiary students who participate in a study abroad programme will always become more interculturally competent, global-minded and proficient in a second language. The chapter gives reasons for strikingly different sojourn outcomes and develops a rationale for intercultural interventions at all stages of the study abroad cycle. The chapter underscores the need to define key constructs when designing an intervention and explains how recent advances in theories, pedagogy and technology are bringing about exciting changes in intercultural education in study abroad contexts. The chapter draws attention to the numerous benefits of linking intercultural theories and study abroad research findings with practice to help achieve some of the common aims of internationalization, including enhanced intercultural learning and engagement and global-mindedness. It also explains the importance of systematically documenting and sharing the lessons learned from intercultural interventions to improve study abroad learning, teaching and assessment practices.

Keywords

intercultural communicationintercultural competencestudy abroaduniversityinternationalizationtechnology
Type
Chapter
Information
The Cambridge Handbook of Intercultural Communication , pp. 335 - 349
Publisher: Cambridge University Press
Print publication year: 2020

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References

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