Theoretically Speaking, How Are Theory And Practice Linked? And Why Should I Care? The Maximizing Study Abroad and Georg

1. Theoretically Speaking, How Are Theory And Practice Linked?And Why Should I Care?The Maximizing Study Abroad and Georgetown Projects R. Michael Paige University of Minnesota A Presentation at the Annual Conference of the Forum on Education Abroad April 2, 2008

2. Introduction This focus session examines the relationship between theory, research, and practice by means of two cases: the Maximizing Study Abroad project and the Georgetown research programs. These will be described and discussed in terms of how theory and research is informing education abroad practice.

3. I. Maximizing Study Abroad Project • MAXSA Guides for Students, Program Professionals, and Language Instructors (1999 -2002) • MAXSA research project (2002 – 2005) • MAXSA online course for students in country (2004 – present) • MAXSA revision (2006)

4. Theoretical Assumptions of the Maximizing Study Abroad Guides • The explicit teaching of language and culture learning strategies is an effective way to help students improve their proficiency in language and culture. • These strategies can be applied to virtually any language or culture learning situation. They are not language or culture specific or restricted. • Language and culture learning can be enhanced if students become aware of the range of strategies that they can employ to learn and use a foreign language and interact with another culture. • Learning a language involves understanding the nature of language, including: the written form of language, its vocabulary and structure, the communicative aspects of language, and the issues associated with translating from one language to another.

5. Theoretical Assumptions of the Maximizing Study Abroad Guides • Learning a culture involves understanding the nature of culture and intercultural experiences such as: understanding the dimensions of culture, adapting to culturally different surroundings and coping with cultural adjustment, interpreting culture, communicating across cultures, interacting with culturally different people, and readapting to one’s home culture. Written materials can help students learn on their own as well as help study abroad professionals and language instructors to prepare their students to be more effective language and culture learners. • In strategies-based language and culture learning, students think in advance about ways to experience and learn about various aspects of the language and the culture, carefully plan their strategies, try out their strategies in real life situations, and – with the help of the Students’ Guide and other resources – reflect on their learning experiences. • Study abroad professionals and language teachers can help students become more strategic language and culture learners. Written materials can assist them in that process. • Strategies for language and culture learning can be taught explicitly in the classroom and by means of self-access materials for students.

6. The Application of Theory to Practice:Maximizing Study Abroad Guide Principals • The overall goal was to develop materials that would help study abroad students learn language and culture more effectively. • The Guides are based on theory and research about language acquisition and intercultural competence. • The Guides are generalizable – they can be used for any study abroad site and any language. • The Guides present information about both language and culture learning. • The Guides show how language and culture interact (e.g., speech acts).

7. The Application of Theory to Practice:Maximizing Study Abroad Guide Principals • The Guides emphasize strategies, i.e., the processes of effectively learning and using culture and language. • The Guides address three audiences: students, study abroad professionals, and language instructors. • The Guides address learning in three distinct phases: pre-departure, in-country, and reentry. • The Guides are flexible in their application. They can be used in a self-study format (Students’ Guide), an orientation program, and a formal course.

8. Characteristics of the Guides • The incorporation of three self-assessment inventories to initiate the learning process: general learning styles, language learning strategies, and culture learning strategies. • The extensive use of student quotations. • The use of non-academic language to make concepts accessible. • The incorporation of 35 interactive learning activities. • The use of examples from different languages and cultures. • The structuring of the Guides around pre-departure, on-site/in-country, and re-entry phases of study abroad. • The organization of the Guides into language strategies and culture strategies sections. • The integration of language and culture via the speech acts concept.

9. Maximizing Study Abroad Research Project • Learning outcomes: • Intercultural development • Second language development • Language learning strategies • Culture learning strategies • Program characteristics: • Maximizing study abroad learning strategies intervention • Study design: • Experimental– random assignment to MAXSA treatment or control • N = 86 (42 E, 44 C) undergraduates studying French and Spanish abroad • Women (n = 67), Men (n = 19)

10. MAXSA Instruments • Language Strategy Survey (Cohen & Chi, 2001) –NEW • Strategies Inventory for Learning Culture (Paige, Rong, Zhang, Kappler, Hoff, & Emert, 2002) –NEW • Speech Act Measure of Language Gain (Cohen & Shively, 2002) –NEW • Intercultural Development Inventory (Hammer & Bennett, 1998, 2001)

11. Language Strategy Survey (LSS) • 89 items conceptually organized into six language skill areas used in the Guide: • Listening Strategies • Strategies for Learning Vocabulary • Speaking Strategies • Reading Strategies • Writing Strategies • Translation Strategies

12. Language Strategy Survey (LSS) Example: Listen to talk shows on the radio, watch TV shows, or see movies in the target language. Example: Practice with a friend – listen to and imitate difficult sounds. Example: Try to understand what I have heard or read without translating it word for word into my own language. Example: Guess the approximate meaning by using clues from the context of the reading material.

13. Strategies Inventory for Learning Culture (SILC) • 52 items conceptually organized into the nine culture learning categories used in the Guide: • Strategies for adjusting to a new culture and cope with culture shock. • Strategies for dealing with difficult times in the new culture. • Strategies for making judgments about another culture. • Strategies for communicating with people from another culture. • Strategies for working with different communication styles. • Strategies for understanding non-verbal communication in another culture. • Strategies for interacting with people in the host culture. • Strategies to use with my homestay family. • Strategies to use when I return home.

14. Strategies Inventory for Learning Culture (SILC) Example: I keep a journal and diary about my experiences. Example: I find someone from my own culture to talk to about my cultural experiences. Example: I set aside my own cultural values and beliefs when trying to understand another culture. Example: I refrain from making quick interpretations about another culture.

15. Speech Act Measure of Language Gain • Designed for this study, the Speech Act Measure constitutes an indirect assessment of spoken language in the form of a multiple-rejoinder discourse completion task (DCT). Consisting of ten vignettes, the LSS measures students’ ability to perform the speech acts of requesting and apologizing in Spanish or French. The multiple-rejoinder approach is utilized, calling for the respondent to provide a dialogue with three or four responses from the interlocutor and to write down what the appropriate utterance would be in each case. • Two versions of the Spanish instrument (Peninsular and South American) were created in order to partially capture dialect variation.

16. Speech Act Measure Example You find a great bargain airfare for this weekend only, which you want to make use of in order to visit good friends in a somewhat distant city. In order to take advantage of this deal, you need to ask your professor, Dr. Rodríguez, for an extension on a paper that you were going to work on this weekend, and which is due next week. • You: • Dr. Rodríguez: Well, you know, you had plenty of time to work on this paper already. There was no need to wait until the last minute to prepare it. • You: • Dr. Rodríguez: I’m sorry, but I can’t really agree to give you an extension on this paper. I don’t think that going to visit friends during the semester is a good enough reason for an extension. • You: • Dr. Rodríguez: Well, I’m not so thrilled about doing it. It’s not my policy. • You: • Dr. Rodríguez: Ok, well, just this time.

17. Intercultural Development Inventory (IDI) • The IDI is a 50 item instrument that was used to measure intercultural sensitivity. The IDI has its theoretical basis in the developmental model of intercultural sensitivity (DMIS) (Bennett, 1993) as well as demonstrated validity and reliability (Paige, 2003; Paige, Jacobs-Cassuto, Yershova, and DeJaeghere, J., 2003; Hammer, Bennett, and Wiseman, 2003). • The underlying model of the IDI, the DMIS, conceptualizes intercultural sensitivity as a developmental phenomenon that can be described in terms of six alternative intercultural worldviews, three of which are ethnocentric (Denial, Defense, and Minimization) and three of which are ethnorelative (Acceptance, Adaptation, and Integration).

18. Small Group Activity • Form groups of 6-8 persons and address the following questions: • How might you incorporate materials in the Maximizing Study Abroad text into your study abroad programming? • How might you use the Maximizing Study Abroad inventories? • How might you assess language and culture learning in your programs?

19. II. Georgetown Study • Learning outcomes: • Intercultural development • Second language development • Learning in the discipline • Program characteristics: • Examination of 10 contextual variables and 4 background variables • Study design: Pre-Post Test • N = 1297 undergraduate students • 1163 study abroad participants (SAPS) • 134 controls • N = 66 study abroad programs

20. Georgetown Study • Research Project: 2002-2005 • Data analysis: Ongoing • Generated data about study abroad programs relevant to the 7 Engle & Engle/Forum program characteristics • Produced findings about those contextual, program variables.

21. Analysis of Contextual Variables • Engle & Engle/Forum Contextual Variables: • Length of stay • Entry target language competence • Extent to which target language is used in coursework on site • Context of academic work (five typical scenarios here: home institution faculty accompany students, specially arranged courses on site taught by home-institution faculty, specially-arranged courses on site taught by host-institution faculty, direct enrollment, combinations of the above) • Type of housing • Well structured and guided cultural/experiential learning • On-site mentoring that provides for reflection on all learning

22. Georgetown Contextual Variables 1. Duration: • 1-3 weeks • 4-7 weeks • 8-12 weeks • 13-19 weeks • 19-25 weeks • 26 + weeks 2. Prior target language study: • 0 - 4 semesters • 5 – 8 semesters • 9 – 14 semesters 3. Target language coursework: • Language courses taught in the target language • Content courses taught in the target language

23. Georgetown Contextual Variables 4. Context of academic work: A. The physical location of the courses On campus Off campus B. The student composition in the classes U.S. students International students Host country students Mix of students C. Faculty from the home institution accompanies students Yes No D. Faculty from home institution teaches students Yes No

24. Georgetown Contextual Variables 5. Housing: • With U.S. students • With international students • With host country students • With a host family 6. Experiential learning: • Internships • Field experiences • Clinical Experiences • Research Experiences • On Site mentoring: • Individual mentoring • Group mentoring

25. Findings • Intercultural Development: There is a statistically significant difference between time 1 and time 2 IDI scores for the SAPS and no difference for the controls. Study abroad has a demonstrable impact on intercultural development.

26. Findings: Contextual Variables and IDI Gain 1. Duration Statistically significant: (13 – 18 weeks) 2. Prior language Statistically significant: Amount of prior language. 3. Target language coursework Statistically significant: Target language coursework and content coursework in the TL.

27. Findings: Contextual Variables and IDI Gain 4. Context of academic work • Location: NS • Class composition: Statistically significant - The greatest gains occurred for students who were in classes mainly with other international students, then with other U.S. students, and with a mix of students. The smallest gain occurred with students who were studying primarily with host country students. • Faculty from home institution accompany students: NS • Faculty from home institution teaches students: NS

28. Findings: Contextual Variables and IDI Gain 5. Housing Statistically significant: Students who lived with other U.S. students. 6. Experiential learning: NS 7. On Site Mentoring NS, but the greatest gains occurred for students who received more mentoring.

29. Small Group Activity • Form new groups of 6-8 persons and address the following questions: • What do you think are the major implications of the Georgetown study regarding effective study abroad programs? • If you were going to redesign particular study abroad programs with which you are familiar, what program factors would you emphasize?

30. References • Cohen, A. D., Paige, R. M., Shively, R. L., Emert, H. A. & Hoff, J. G. (2005). Maximizing study abroad through language and culture strategies: Research on students, study abroad program professionals, and language instructors. Minneapolis, MN: Center for Advanced Research on Language Acquisition, Office of International Programs, University of Minnesota. http://www.carla.umn.edu • Cohen, A. D., & Chi, J. C. (2001). Language Strategy Use Survey. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. Downloadable from the CARLA website: http://www.carla.umn.edu/about/profiles/Cohen • Cohen, A. D., & Shively, R. (2003). Speech Act Measure of Language Gain. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. • Hammer, M. R., & Bennett, M. J. (1998, 2001). The Intercultural Development Inventory (IDI) manual. Portland, OR: Intercultural Communication Institute.

31. References • Paige, R. M., Rong, J., Zhang, W., Kappler, B. Hoff, J. & Emert, H. (2002). Strategies Inventory for Learning Culture. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.http://www.carla.umn.edu • Paige, R. M., Cohen, A. D., Kappler, B., Chi, J.C., & Lassegard, J. P. (2002). Maximizing study abroad: A students' guide to strategies for language and culture learning and use. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. • Paige, R. M., Cohen, A. D., & Shively, R. (2004). Assessing the impact of a strategies-based curriculum on language and culture learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, X, 253-276.