Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-22T05:22:18.091Z Has data issue: false hasContentIssue false
  • English
  • Français

East African Transnational Adolescents and Cross-Border Education: An Argument for Local International Learning

Published online by Cambridge University Press:  03 October 2018

Kendall A. King  and
Martha Bigelow
Kendall A. King
Affiliation:
University of [email protected]
Martha Bigelow
Affiliation:
University of [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This contribution outlines the current research on many of the positive benefits of cross-border education as well as some of what we know about student experiences. The authors also highlight some of the limitations of the study-abroad research to date (too White, too American, too European), and suggest that it is time to consider different sorts of “international” experiences; these potentially include crossing into local multilingual and multicultural communities as well as examining a fuller range of experiences for members of diaspora communities. By challenging common ideologies about international education, they suggest that it might be pedagogically better, more practical, and more ethical to find local international sites for all, and for future educators in particular.

Type
Brief Report
Information
Annual Review of Applied Linguistics , Volume 38 , September 2018 , pp. 187 - 193
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bigelow, M., Vanek, J., King, K., & Abdi, N. (2017). Literacy as social (media) practice: Refugee youth and home language literacy at school. International Journal of Intercultural Relations, 60, 183–197. https://doi.org/10.1016/j.ijintrel.2017.04.002Google Scholar
Bigelow, M., & King, K. (2016). Peer interaction while learning to read in a new language. In Sato, M., & Ballinger, S. G. (Eds.), Peer interaction and second language learning (pp. 349–375). Philadelphia, PA: John Benjamins.Google Scholar
Crowther, D., & De Costa, P. I. (2017). Developing mutual intelligibility and conviviality in the 21st century classroom: Insights from English as a lingua franca and intercultural communication. TESOL Quarterly, 51 (2), 450–460.Google Scholar
Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219–236.Google Scholar
Goldoni, F. (2017). Race, ethnicity, class and identity: Implications for study abroad. Journal of Language, Identity & Education, 16 (5), 328–341.Google Scholar
Illich, I. (1968, April). To hell with good intentions. Delivered at the Conference on Inter-American Student Projects. Cuernavaca, Mexico. Retrieved from http://www.swaraj.org/illich_hell.htmGoogle Scholar
Jackson, J. (2008). Globalization, internationalization, and short-term stays abroad. International Journal of Intercultural Relations, 32 (4), 349–358.Google Scholar
Jackson, J. (2015). Becoming interculturally competent: Theory to practice in international education. International Journal of Intercultural Relations, 48, 91–107.Google Scholar
King, K., & Bigelow, M. (2016). The language policy of placement tests for newcomer English learners. Educational Policy, 1–33. doi: 10.1177/0895904816681527Google Scholar
King, K., Bigelow, M., & Hirsi, A. (2017). New to school and new to print: Everyday peer interaction among adolescent high school newcomers. International Multilingual Research Journal, 11 (3), 137–151. doi: 10.1080/19313152.2017.1328958Google Scholar
Kinginger, C. (2004). Alice doesn't live here anymore: Foreign language learning and identity reconstruction. In Pavlenko, A. & Blackledge, A. (Eds.), Negotiation of identities in multilingual contexts (pp. 219–242). Clevedon, UK: Multilingual Matters.Google Scholar
Krabill, R., (2012). American sentimentalism and the production of global citizens. Contexts, 11 (4), 52–54.Google Scholar
Leung, C. (2005). Convivial communication: Reconceptualizing communicative competence. International Journal of Applied Linguistics, 15, 119–144.Google Scholar
Llanes, À., & Muñoz, C. (2009). A short stay abroad: Does it make a difference? System, 37 (3), 353–365.Google Scholar
Mapp, S. C. (2012). Effect of short-term study abroad programs on students’ cultural adaptability. Journal of Social Work Education, 48 (4), 727–737.Google Scholar
Martinsen, R. A. (2011). Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94 (1), 121–141.Google Scholar
Marx, H., & Moss, D. M. (2011). Please mind the culture cap: Intercultural development during a teacher education study abroad program. Journal of Teacher Education, 62 (1), 35–47.Google Scholar
Medina-López-Portillo, A. (2004). Intercultural learning assessment: The link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179–199.Google Scholar
Open Doors. (2017). Retrieved from Institute of International Education website: https://www.iie.org/en/Research-and-Insights/Open-Doors/DataGoogle Scholar
Pinar, A. (2016). Second language acquisition in a study abroad context: Findings and research directions. Colombian Applied Linguistics Journal, 18 (2), 83–94.Google Scholar
Sanz, C., & Morales-Front, A. (Eds.). (2018). The Routledge handbook of study abroad research and practice. London, UK: Routledge.Google Scholar
Serrano, R., Llanes, A., & Tragant, E. (2011). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39, 133–143. doi: 10.1016/j.system.2011.05.002Google Scholar
Strange, H., & Gibson, H. J. (2017). An investigation of experiential and transformative learning in study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 29 (1), 85–100.Google Scholar
Vanek, J., King, K., & Bigelow, M. (2018). Social presence and identity: Facebook in an English language classroom. Journal of Language, Identity & Education. doi: 10.1080/15348458.2018.1442223Google Scholar
Yang, J. S. (2016). The effectiveness of study-abroad on second language learning: A meta-analysis. Canadian Modern Language Review, 72 (1), 66–94.Google Scholar