The C.I.E.E. Summer Program in Leningrad: How Can They Study When the Nights Are White?

Autor/in	Beyer, Thomas R., Jr.
Titel	The C.I.E.E. Summer Program in Leningrad: How Can They Study When the Nights Are White?
Quelle	(1977), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Language Programs; College Second Language Programs; Communicative Competence (Languages); Cultural Context; Cultural Education; Culture Contact; Educational Objectives; Higher Education; Language Instruction; Russian; Second Language Learning; Student Needs; Study Abroad; Summer Programs; Summer Schools; Teacher Attitudes + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Russisch; Zweitsprachenerwerb; Studies abroad; Auslandsstudium; Sommerkurs; Summer school; Lehrerverhalten
Abstract	Recently several persons involved with language study in the U.S.S.R. have publicly voiced concerns on the value of summer programs for American students there. The proliferation of these programs in the last ten years calls for a reexamination of what students who study in the Soviet Union are expected to achieve. By examining the expectations of students and how they have developed versus the reality of study in the Soviet Union, and the intentions of faculty versus the actual achievements of students, two issues are brought into focus. Why should students be sent to the Soviet Union? What should be demanded of a program before it is recommended to students? At the present time there are clearly substantial differences of opinion between students who wish free time to participate in their Russian experience and professors who place greater emphasis on academic excellence. Nonetheless, a synthesis of the opposing viewpoints may be found in recent innovative theories of "communicative competence,""lingvostranovedenie" and "culture." These concepts provide new justification for faculty support of overseas programs and offer new areas for the evaluation of student progress made in the U.S.S.R. At the same time, these concepts represent a framework within which can be placed those programs which consitute a balanced diet of academic pursuits and cultural interaction. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01