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Maximizing Study Abroad: Teaching Maximizing Study Abroad: Teaching Strategies for Language and Culture Strategies for Language and Culture Learning and Use Learning and Use

Presenters: Presenters: Holly Emert and Rachel ShivelyHolly Emert and Rachel Shively

The Center for Advanced Research on The Center for Advanced Research on Language Acquisition (CARLA) Language Acquisition (CARLA)

Summer Institute 2007Summer Institute 2007 University of MinnesotaUniversity of Minnesota

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Institute GoalsInstitute Goals• To provide participants with:

– a grounding in the philosophy and principles of strategies-based language and culture learning

– hands-on experience using the MAXSA materials

– an understanding of resources contained in MAXSA

– opportunities to network with other participants to enhance their understanding & use of the guides

– opportunities to design their own curricula and/or projects using MAXSA

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MAXSA: A System’s View of MAXSA: A System’s View of Language and Culture LearningLanguage and Culture Learning

• Integration of language and culture learning• The learning process begins long before

departure and extends past reentry• All individuals have a role to play (program

administrators and staff, instructors, students) in multiple roles (as program developers, facilitators, and participants)

• Workshop format: A train-the-trainers model designed to enhance participants’ understanding and skills for their own benefit as well as that of their target audience(s)

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Content-Context-ProcessContent-Context-Process

Need Holly’s graphic

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Introductions ActivityIntroductions Activity• This activity takes place in silence. • Draw 5-6 pictures that represent who you

are.• Find one partner. Don’t show them your

picture until asked to do so.• Hold the picture up at chest level so your

partner can see it.• Examine your partner’s picture but…

No talking!! • Each round lasts 1 minute; there will be 3

rounds.

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Introductions ActivityIntroductions Activity• On a sheet of paper, answer the

following questions:– What did you like/dislike about

the activity?– Was it easy to communicate

what you wanted to?– What do you think are the

learning goals of this activity?

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Verbal IntroductionsVerbal Introductions

• In pairs, please share the following information about yourself (maximum 2 minutes each):– Name– Professional position and institution– A brief overview of your culture- and

language-learning experiences– Your goals for the workshop

• Introduce your partner to the rest of the group by sharing the information s/he told you about him/herself.

• Be sure to note other participants who share similar experiences/goals that you could network with!

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Maximizing Study Abroad Maximizing Study Abroad SurveysSurveys

• Language Style Survey– A survey covering 11 dimensions of

learning styles, grouped into the following categories:

• Sensory/perceptual learning styles• Psychological type (personality)• Cognitive learning style

• Language Strategy Use Inventory

• Culture-Learning Strategies Inventory

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Language Strategy SurveyLanguage Strategy Survey Activity: Similarities & Activity: Similarities & Differences (LIG, p. Differences (LIG, p. XX))

• Find others in the room who share

– 3 learning style similarities and

– 3 learning style differences

• What did you discover about yourself? About others?

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MAXSA Surveys: MAXSA Surveys: Uses, Benefits, and ChallengesUses, Benefits, and Challenges

• Contexts of use: When would you use the surveys?

• Benefits: What are the benefits of using the surveys?

• Challenges: What are the challenges of using the surveys?

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MAXSA Surveys: MAXSA Surveys: Uses, Benefits, and ChallengesUses, Benefits, and Challenges• Contexts of use: When could you use the surveys?

– During 1st/2nd week of language course

– In study abroad orientations

– For staff development

• Benefits: What are the benefits of using the surveys?– Raise students’ awareness about specific strategies they

can use and being strategic about language and culture learning

– To help students set learning goals

– To advise students who are frustrated about their progress in learning by giving them practical learning tips

– Articulate learning that takes place in the study abroad environment in academic terms

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• Challenges: What are the challenges?

– Time and sequencing constraints– Students think that they know all of the

strategies already and that the survey didn’t teach them anything new - need to inoculate!

– Lack of immediate application to practice.– Dissemination issues (if students aren’t

face-to-face)

Others?

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Learning Styles ActivityLearning Styles Activity

1. PLACE: If you could learn in any environment you wanted, describe the place in which you would most like to learn.

2. PROCESS: What methods (processes) do you most like to use when you learn?

3. PERSON: If there was a person involved in guiding your learning experience, what personal and professional characteristics would you like that person to have?

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Learning StylesLearning Styles

• A learning style is the manner in which a learner perceives, interacts with, and responds to the learning environment.

• Learning styles are often influenced by a person's cultural background.

• Each individual has learning style preferences.

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Learning Styles ComponentsLearning Styles ComponentsLearning styles have six components: (Oxford & Anderson, 1995; PPG pg. 33)

• Cognitive: Habitual mental patterns• Affective: Attitudes, beliefs, and values that

influence how learners learn• Behavioral: Learner tendencies to seek situations

that “fit” best with their style• Executive: The extent to which learners look for

order, organization, and closure in the learning process

• Social: Preferred level of involvement with others while learning

• Physiological: Body-based sensory and perceptual learning tendencies

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Kolb’s Learning Styles Kolb’s Learning Styles ((PPGPPG pp. 39-47) pp. 39-47)

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Two ways of viewing Kolb’s Two ways of viewing Kolb’s modelmodel

• Four different learning preferences (i.e., CE, RO, AC, AE).

• A cycle of learning that takes learners through four different stages in the learning process (NOT SURE ABOUT WORDING).

Rachel Shively User:

I added this slide because if they’re new to Kolb, the 2-faceted nature of the model can be confusing I think. Also this sets up for the upcoming slides more explicitly.

Rachel Shively User:

I added this slide because if they’re new to Kolb, the 2-faceted nature of the model can be confusing I think. Also this sets up for the upcoming slides more explicitly.

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Using Kolb’s Learning Cycle as Using Kolb’s Learning Cycle as a Problem-Solving Toola Problem-Solving Tool

• Taking Students Through the Learning Cycle (PPG, p. 39-42)– Read about Kolb’s four learning

preferences on p. 39.– Read the critical incident about Joshua on

p. 41-42.– Fill out the table on p. 42, describing

learning preferences for problem solving.– Share your answers with a partner.– Group discussion: What were some of the

strengths and weaknesses of each approach?

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An Example of Taking Students An Example of Taking Students through Kolb’s Learning Cycle with through Kolb’s Learning Cycle with an in-class activityan in-class activity

• Activity “Specific Communication Styles” (Students’ Guide, p. 130-132)

• Reflective observation: Show students a dialogue or video in which different communication styles have caused miscommunication and ask students to make hypotheses about the source of the miscommunication.

• Abstract conceptualization: Give a lecturette about communication styles across cultures.

• Active experimentation: Have students complete the activity, applying the theory to real-life examples.

• Concrete experience: Interview a host country individual about communication styles in their culture.

• Reflective observation: Discussion of the activity.

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Applications of Learning Styles for Applications of Learning Styles for Instructional Design and DeliveryInstructional Design and Delivery

• Kolb’s experiential learning cycle can serve as a comprehensive framework for instructional design in the following ways:– It can inform the sequencing of activities– Awareness of each student’s learning style

can be used to anticipate reactions to various activities and teaching styles

– Knowledge of cognitive, cultural, and learning style differences can help structure language and culture learning opportunities that balance challenge and support in both content and process (Janet M. Bennett, 1998)

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Maximizing Study Abroad: Teaching Maximizing Study Abroad: Teaching Strategies for Language and Culture Strategies for Language and Culture Learning and Use, Day TwoLearning and Use, Day Two

PLEASE CONSIDER PLEASE CONSIDER SITTING NEXT TO A SITTING NEXT TO A

DIFFERENTDIFFERENT PARTICIPANT PARTICIPANT TODAY!TODAY!

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Culture and Culture Culture and Culture LearningLearning

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Objects ActivityObjects Activity• What is it?

• What is it used for?

• What might it tell us about the group that uses it?

• How did you come to your decision about the object(s)?

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How We Learn About OthersHow We Learn About Others

• Positivism (social science approach)– Reality is knowable and predictable– Focus on quantitative methods

• Interpretive approach– Reality is subjective and resides with each individual– Focus on qualitative methods

• Critical approach– Reality is subjective and based in power

relationships– Focus on examination of texts and cultural products

(media)

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An Updated Framework: An Updated Framework: Dialectics (tensions)Dialectics (tensions)• Emphasizes process, relationships, and

contradictions

• Six dialectics:– Cultural-Individual – Personal-Contextual– Differences-Similarities– Static-Dynamic– Past-Present-Future– Privilege-Disadvantage– Others? (See Martin & Nakayama)

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Culture LearningCulture Learning• …refers to the strategies and processes

students can use to learn about their own and another culture as well as communicate and relate effectively with people from other cultures in any context, domestic or international (LIG pg. 49)

• There are many ways to learn about culture

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Theories/Models of Culture LearningTheories/Models of Culture Learning

• Multicultural perspective (P. Adler)

• Intercultural sensitivity (M. Bennett)

• Constructive marginality (J. Bennett)

• Intercultural (communicative) competence (J. Martin)

All of these models (and others) inform knowledge and practice

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What is Culture?What is Culture?• Take a moment to think about what

the word “culture” means to you.

• Write a brief definition of “culture” on a piece of paper.

• You will be asked to share your definition.

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What is What is CultureCulture??• Culture is…

• What is your culture?– Culturally Diverse You activity (PPG pg.

H-23; LIG pg. DM-35; Students’ p. 44)

• How we define culture– How We Define Culture: The Iceberg

Analogy (PPG p. H-25 to H-32; Students’ p. 46)

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Learning about Culture but Learning about Culture but Who’s Culture?Who’s Culture?• Culture is a system—it is the sum total of

what a particular group of people has created together, share, and transmit (Paige, 1990).

• Cultural competence refers to the ability to perform and behave appropriately in one’s own culture. Almost everyone is culturally competent but that does not mean they understand or can explain their own culture.

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Cultural self-awareness means understanding culture in general and one’s own culture in particular. It means being culturally competent (in one or more cultures) with the added ability of understanding and being able to explain one’s own culture.

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Intercultural Communicative Intercultural Communicative Competence (ICC)Competence (ICC)

• …emphasizes culture learning and adaptation skills that can be applied to any situation.

• Interculturally competent individuals tend to be more effective when dealing with culturally diverse others of their own and other culture groups.

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Dimensions of ICC include…Dimensions of ICC include…• Cultural competence and cultural self-

awareness• Culture-general understanding of

cultural differences, e.g., Big C/little c• Culture-specific knowledge of two or

more cultures• Skills and ability to behave

appropriately in multiple cultures• Culture-learning skills

What sort of sequencing of content does this suggest?(see LIG pp. 54-55)

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Becoming Familiar with Culture: Becoming Familiar with Culture: The Iceberg AnalogyThe Iceberg Analogy

• Related Activities: – Joshua and the Iceberg (SG, p. 46-

50; PPG, p. 74)– Identifying Aspects of Culture (SG, p.

50-51)

• What did you learn from this activity? Would you use it in your own context? When? For what purposes?

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Culture learning requires…Culture learning requires…• Self-reflection of learners about personal

experiences with cultural difference

• Process-oriented learning versus solely fact-based learning

• Exploration of worldviews that differ from one’s own

…and all of these can be challenging

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Language Learning in Study Language Learning in Study AbroadAbroad

• PLACEHOLDER SLIDE FOR POSSIBLE SECTION ON LANGUAGE LEARNING - AM WORKING ON IT.

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Using MAXSA in Varied Using MAXSA in Varied Contexts: ExamplesContexts: Examples• On-site, for-credit university class based on

the MAXSA materials• Introducing MAXSA into an existing study

abroad program (“London model”)• University-level language classes that

integrate the MAXSA materials into a set curriculum

• Advising for university language majors and study abroad students

• Intercultural training and professional development

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Placeholder for Varied Placeholder for Varied Contexts for MAXSAContexts for MAXSA

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Maximizing Study Abroad: Teaching Maximizing Study Abroad: Teaching Strategies for Language and Culture Strategies for Language and Culture Learning and Use, Day ThreeLearning and Use, Day Three

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Facilitation and Sequencing

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Process and Content: Process and Content: Balancing Challenge and SupportBalancing Challenge and Support

• For students to make the most gains in language and culture learning in the classroom or abroad when is it appropriate for them to:– Rest?– Be challenged?

• The Challenge and Support Model (J. Bennett,

1993) provides a useful framework for learning (see LIG pp. 54-56)

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ProcessProcess: Lower to Higher : Lower to Higher ChallengeChallenge

LectureFilm, VideoReadingInstrumentCritical IncidentCase StudyFish BowlRole-PlaySimulation

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ContentContent: Lower to Higher : Lower to Higher ChallengeChallenge

CultureInterpersonal PerceptionLanguage UseCultural StereotypesNonverbal CommunicationCommunication StylesValues (note: potentially threatening)

Problem SolvingGenderIntercultural AdaptationCultural Privilege & RaceContexts of PowerSexual Orientation

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Culturally Diverse Environments Culturally Diverse Environments and Their Stress Factors and Their Stress Factors (PPG p. 57)(PPG p. 57)

• Differences in cultural values, beliefs, practices

• Ethnocentrism• Language issues• Cultural immersion• Cultural isolation• Language• Prior intercultural experience• Expectations• Visibility/invisibility• Power and control• Status

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The Intensity Factors Index (PPG The Intensity Factors Index (PPG pgs. 57-60) pgs. 57-60)

• Thinking about your own audience(s), please fill out the chart on p. 59.

• How can this index be used in your work?

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Cultural VariablesCultural Variables

• Diverse Learners and Key Cultural Variables– Learning styles– Communication styles– Non-verbal communication patterns– Cultural values– Cultural identities– Issues of cultural adaptation – Levels of intercultural sensitivity (the

ABCs)

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The Developmental Model of The Developmental Model of Intercultural SensitivityIntercultural Sensitivity

“As a culture-general developmental model of intercultural competence, the DMIS offers a way for language teachers and study abroad professionals to (1) assess the developmental readiness of their students to pursue certain kinds of intercultural learning and (2) select and sequence learning activities that contribute to their students’ development of general intercultural competence.” (Bennett, Bennett, & Allen, 2003: 246)

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Key Intercultural Sensitivity ConceptsKey Intercultural Sensitivity Concepts  

• Intercultural sensitivity is developmental.

• Intercultural sensitivity levels represent distinct worldview structures regarding cultural difference in which affect, behavior, and cognition regarding cultural difference varies.

• Higher levels of intercultural sensitivity can be acquired and learned, but cannot be assumed. It is not a naturally occurring human quality.

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The Developmental Model of The Developmental Model of Intercultural Sensitivity Intercultural Sensitivity (PPG pp. 61-64, (PPG pp. 61-64, Students’ pp. 101-105, LIG pp. 65-69)Students’ pp. 101-105, LIG pp. 65-69)

A. ETHNOCENTRIC (MONOCULTURAL) WORLDVIEW ORIENTATIONS

• Denial of Difference• Defense against Difference• Minimization of Difference

B. ETHNORELATIVE (INTERCULTURAL) WORLDVIEW ORIENTATIONS

• Acceptance of Difference• Cognitive and Behavioral Adaptation to

Difference• Integration of Difference

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DenialDenialIn Denial, one’s own culture is experienced as the only real one, and consideration of others is avoided by maintaining psychological and /or physical isolation from differences.

• Example: “Society would be better off if culturally different groups kept to themselves.”

Source: The Intercultural Development Inventory Manual by Mitch Hammer and Milton Bennett (1998; 2001). All statements come from the Intercultural Development Inventory.

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DefenseDefenseIn Defense, one’s own culture (or an adopted culture) is experienced as the only good one, and cultural difference is denigrated (opposite stage is called Reversal on the IDI).

• Example: “They’re in our country now. They should do things our way.”

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MinimizationMinimizationIn Minimization, elements of one’s own cultural worldview are experienced as universal, so that despite acceptable surface differences with other cultures, deep down those cultures are seen as essentially similar to one’s own.

• Example: “When it comes right down to it, people are people.”

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AcceptanceAcceptanceIn Acceptance, other cultures are experienced as equally complex but different constructions of reality.

• Example: “I always try to learn about a new culture before I go there.”

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AdaptationAdaptationIn Adaptation, one attains the ability to shift perspective in and out of another cultural worldview; thus, one’s experience potentially includes the different cultural experience of someone from another culture.

• Cognitive: “I don’t think I can be effective if I only look at the situation from one point of view.”

• Behavioral: “We are a diverse group. Effectiveness means being able to solve problems in lots of different ways.”

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IntegrationIntegrationIn Integration, one’s experience of self is expanded to include the movement in and out of different cultural worldviews.

• Example: “Although I am a member of my own culture, I am nearly as comfortable in one or more other cultures.”

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Statements ActivityStatements Activity

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Reflection QuestionsReflection Questions• Reflect on your first intercultural encounter. What was

the situation/ How did you respond? Using the DMIS model, how would you characterize your behavioral, emotional, and cognitive response?

• Now think about a more recent intercultural encounter and apply the DMIS.

• What process have you gone through in your own intercultural development that brings you to where you are now?

• In what stages of the DMIS would you place your students? In what ways might their study abroad experience reinforce their stages? Help them move forward?

• What specific facilitation techniques can you employ to move your students forward along the DMIS continuum?

PPG, pg. 62

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The Value of the DMISThe Value of the DMIS• Knowing the DMIS can help you:

– Be more understanding when conflict or differences arise by looking for cultural as well as other explanations.

– Expand your options in both problem formulation and searching for solutions.

– Identify new knowledge and skills you can focus on in your own and others’ professional development.

– Discover new tools you can use when your co-workers and colleagues are working on sensitive issues of diversity.

– Create a climate that is more responsive to cultural diversity.

– Assess the intercultural effectiveness of your organization.

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Adjusting the materials to meet Adjusting the materials to meet the needs of your specific the needs of your specific audience(s)audience(s)

• Modifying the MAXSA materials to make them more challenging for your audience(s).

• Differentiation

• PLACEHOLDER SLIDE FOR NOW - WILL WORK ON.

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Maximizing Study Abroad: Teaching Maximizing Study Abroad: Teaching Strategies for Language and Culture Strategies for Language and Culture Learning and Use, Day Five!Learning and Use, Day Five!

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Maximizing Study Maximizing Study Abroad Research Project Abroad Research Project with Students, Program with Students, Program

Professionals, and Professionals, and Language InstructorsLanguage Instructors

Primary Research Question: To what extent does a strategies-based approach to developing language and culture skills – transmitted through a set of study abroad guides – promote language gain and cultural adaptation by study abroad students?

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Results of Study Results of Study Abroad for University Abroad for University StudentsStudents• Study abroad (three months in Spanish-

and French-speaking countries) appears to have had a positive impact for all students on their pragmatic language ability, intercultural development, and increased frequency of culture learning strategies (quantitative and qualitative data).

• Student journals and follow-up interviews indicate that students found the Students’ Guide useful for their language and culture learning.

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Findings: Study Findings: Study Abroad AdvisorsAbroad Advisors• Conducted both culture learning and language

learning orientations with mixed results.• Theory behind the guides assisted them in

planning.• Two main challenges: Time and how to integrate

these activities into already existing orientations.• Other challenge: How to use the PPG materials

with differing levels of students.• Three surveys: Great tools to use for discussion. • Suggested to other program professionals:

– Read the entire PPG before deciding on what activities to use during an orientation

– Try to integrate the materials into the fabric of existing orientations as time is always a factor

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Findings: On-Site Findings: On-Site Resident DirectorsResident Directors• PPG and SG material assisted in

discussing the processes and experiences of students during the study abroad sojourn.

• ORDs used different approaches from the PPG to integrate materials into their on-site programming.

• The materials should be included in regular programming: “Think of the PPG materials as one giant activity and not to use them in a compartmentalized fashion.”

• Theory in the PPG was helpful in planning activities through a more holistic approach.

• Students should receive academic credit

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Language Instructors’ Language Instructors’ Case Study: FindingsCase Study: Findings• The four instructors found the LIG to be a useful

tool for language teaching, whether or not their students were planning to study abroad.

• Two of the instructors reported that the LIG helped them both to understand the theory behind language and culture strategies instruction as well as to put theory into practice in the classroom.

• One instructor reported that the use of the LIG can encourage students to study abroad by piquing their curiosity and by giving them the tools and confidence to navigate another culture.

• Challenges the instructors faced included finding time to adapt materials to student needs and proficiency levels as well as integrating the LIG into a set curriculum.

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Research: Final Research: Final ThoughtsThoughts

• The styles- and strategies-based approach of the Maximizing Study Abroad materials can enhance students’ language and culture learning, both at home and in study abroad.

• The Maximizing Study Abroad materials can be integrated into the curriculum of a variety of courses related to language and culture learning, both at home and in study abroad.

• Language instructors have an important role to play in helping students become strategic with regards to language and culture. The MAXSA Language Instructors’ Guide can aide them in this work.

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Maximizing Study Abroad: Teaching Maximizing Study Abroad: Teaching Strategies for Language and Culture Strategies for Language and Culture Learning and Use, Day FiveLearning and Use, Day Five

Evaluations and Wrap-UpEvaluations and Wrap-Up

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Thanks so much for taking part in the 2007 Maximizing Study Abroad Through

Language and Culture Learning Strategies Workshop at the University of Minnesota!

Please keep in touch!

Holly Emert

emer0102@umn.edu

Rachel Shively

shiv0012@umn.edu