Changing Views of English through Study Abroad as Teacher Training

Autor/in	Suzuki, Ayako
Titel	Changing Views of English through Study Abroad as Teacher Training
Quelle	In: ELT Journal, 75 (2021) 4, S.397-406 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab038
Schlagwörter	Study Abroad; English (Second Language); Second Language Learning; Preservice Teachers; Language Teachers; Preservice Teacher Education; Student Attitudes; Communication Skills; Language Proficiency; Sociolinguistics; Cultural Awareness; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Kommunikationsstil; Language skill; Language skills; Sprachkompetenz; Soziolinguistik; Cultural identity; Kulturelle Identität; Ausland
Abstract	As English has become an essential international language, some universities in countries where students learn the language mainly in the classroom have started to send teachers overseas as part of English teacher training. Study abroad (SA) is perceived as one effective way to improve teachers' intercultural communication ability in English because it is believed that studying with culturally diverse others using English as a lingua franca (ELF) could help them to develop English proficiency and intercultural understanding. This study focuses on one group of Japanese pre-service English teachers who undertook SA as teacher training and looks into whether this contributed to the development of views of English for intercultural communication. The study found that their changes in ideas about English were brought about by their intricate understanding of ELF communication. This result addresses the need for teachers to learn sociolinguistic aspects of intercultural communication before undertaking SA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01