Long-Term Impact of Four Intercultural Citizenship Projects in the Higher Education Foreign Language Classroom

Autor/in	Porto, Melina
Titel	Long-Term Impact of Four Intercultural Citizenship Projects in the Higher Education Foreign Language Classroom
Quelle	In: Language Learning Journal, 49 (2021) 6, S.648-667 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porto, Melina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1656279
Schlagwörter	Citizenship Education; Second Language Learning; Second Language Instruction; Social Justice; Cultural Awareness; Student Attitudes; Foreign Countries; Metacognition; Social Responsibility; Sense of Community; Peer Relationship; Educational Experience; Cross Cultural Studies; Reflection; Content Analysis; Diaries; Individual Development; Undergraduate Students; Teaching Methods; Program Descriptions; Intercultural Communication; Civil Rights; Multicultural Education; Spanish; English (Second Language); Honors Curriculum; Authoritarianism; Art; Videoconferencing; Cooperative Learning; Argentina; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität; Schülerverhalten; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Soziale Verantwortung; Peer-Beziehungen; Bildungserfahrung; Cultural comparison; Kulturvergleich; Inhaltsanalyse; Diary; Tagebuch; Individuelle Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Bürgerrechte; Grundrechte; Zivilrecht; Multikulturelle Erziehung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Autoritarismus; Arts; Kunst; Kooperatives Lernen; Argentinien; Großbritannien
Abstract	This study reports on the evaluation of long-term impact of four intercultural citizenship projects undertaken in university foreign language classrooms. Curricular developments based on Byram's intercultural citizenship theory have demonstrated the immediate impact including the development of self and intercultural awareness, criticality, social justice responsibility and language learning as well as the emergence of a sense of community and bonding among transnational peers. However, the long-term effects have not been investigated. This study sets out to analyse Argentinian students' recollections -- between two and four years after the event -- of experiences in four intercultural citizenship projects undertaken over several years with students in the UK and in Italy. These one-year projects combined language teaching and citizenship/human rights education. Students' retrospective reflection logs were analysed using content analysis, and findings show that the students remembered and valued their emotional engagement with critical content and with their transnational peers; they had varied and conflicting views about how the projects had contributed to their language learning; and mid- and long-term civic engagement occurred mostly at what Michael Byram refers to as the 'pre-political' level, involving thought, awareness and personal development, rather than action at the 'political' level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01