Intercultural Ethnographies of Students Abroad: International Experience Becomes Intercultural Learning

Jana Untiedt; Annelies Messelink

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Chapter 18 Intercultural Ethnographies of Students Abroad: International Experience Becomes Intercultural Learning

于The Riches of Intercultural Communication

著者：

Jana Untiedt

Jana Untiedt
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Annelies Messelink

Annelies Messelink
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类型:: 章节

Page Range:: 124–140

DOI:: https://doi.org/10.1163/9789004522855_009

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Abstract

This paper demonstrates how intercultural ethnographies contribute to the learning process of international students while also making this learning process visible to third parties. In total, 27 ethnographies written by 20 Dutch university students were analyzed. These ethnographies were part of a university course designed to guide students before, during and after their international experience. Three of the students did an internship abroad; the other students did an exchange program at a foreign university. Using directed and conventional content analyses, we investigated how students described their intercultural learning process in terms of the four phases of Kolb’s (1984) experiential learning cycle: experience, reflection, conceptualization and experimentation. Analysis of these phases demonstrated three learning techniques that students used for intercultural learning. First, and most frequently, students compared the unfamiliar with the familiar, which led to a demonstrable shift in the students’ frames of reference. Secondly, students reflected on their own and others’ stereotypes, which most often occurred in the conceptualization phase and contributed to the acquisition of general or specific cultural knowledge. Lastly, third-party verification functioned as an extra step in Kolb’s learning cycle, in which students tested their conceptualizations with third parties such as locals or other internationals. Since both the learning phases and the learning techniques were discussed in the university course, this paper demonstrates how guided intercultural reflection facilitates the learning process. We conclude by suggesting that teachers can benefit from the analysis of intercultural ethnographies, as both the learning phases and techniques give insight into how and what students actually learn from their experience abroad. Looking at future research, we recommend further investigation of the use of ethnographies as a tool for formative assessment and a means to make intercultural learning visible to students, educators and academics.

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The Riches of Intercultural Communication

Volume 2: Multilingual and Intercultural Competences Approaches

丛编： Utrecht Studies in Language and Communication, 卷： 38

Cover The Riches of Intercultural Communication

ISBN:: 9789004522855

出版社:: Brill

印刷出版日期:: 03 Nov 2022

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Part 4 Multilingual Approach

Part 5 Transfer / Intercultural Competence Approach

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Chapter 18 Intercultural Ethnographies of Students Abroad: International Experience Becomes Intercultural Learning

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The Riches of Intercultural Communication

Volume 2: Multilingual and Intercultural Competences Approaches

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