Book Review: Short-Term Student Exchanges and Intercultural Learning By Gareth Humphreys
Published online by Cambridge University Press: 07 November 2023
The landscape of education and intercultural communication is changing in an interconnected world. Gareth Humphreys investigates the complex dynamics of short-term student exchanges in the context of intercultural learning. This investigation explores into unknown territory of multicultural encounters, offering light on the transformative possibilities and limitations inherent in these brief but powerful educational events.
Student exchanges, particularly short-term exchanges, provide excellent opportunities for cultural learning and intercultural communication. Nonetheless, contemporary research and education approaches promote learning from native speakers of the 'target' culture and adhering to standard English conventions. This ignores the valuable learning that occurs as a result of varied cultural and linguistic contacts in many international exchanges. For improved learning outcomes, this viewpoint advises embracing variety in exchange programs by stressing intercultural awareness, citizenship education, and Global Englishes.
Introduction:
Technology, travel, industry, and education are driving an increase in intercultural interactions, resulting in a wide range of communication experiences. Universities seek for internationalization by incorporating global dimensions. Short-term student exchanges, a common strategy of internationalization, vary greatly and promise intercultural learning.
Exchange Program Difficulties:
Existing views hold that simple presence abroad ensures intercultural learning, ignoring the importance of various relationships. Emphasizing local interactions for effective learning ignores heterogeneous contexts' enormous possibilities. Language, particularly English, affects these conversations, which frequently contradict established standards, in contravention of traditional educational approaches.
Diverse perspectives:
The emphasis on fixed cultural norms runs counter to the reality of multicultural English usage around the world. A paradigm shift is required to prepare students for effective communication in a variety of circumstances and to build intercultural citizenship that transcends national boundaries.
Important Conceptual Areas:
Identity, Culture, and Intercultural Communication:
In education, culture is frequently reduced to national qualities, risking stereotyping and ignoring individual and contextual nuances. Recognizing identities in international relationships as varied and variable challenges fixed cultural categories.
Intercultural Understanding:
Intercultural awareness is important because it emphasizes communication flexibility across cultural backgrounds. Investigating global/intercultural citizenship encourages active and responsible engagement in multicultural societies.
ELF/EMF and Global Englishes:
Language, particularly English, is critical in international learning but is sometimes overlooked. Global Englishes contradict standardized language education approaches by emphasizing the variety and multilingualism in English use around the world.
This study lays the groundwork for further investigation into how student exchanges enhance international learning and shape perspectives on English usage, highlighting the importance of embracing variety in these interactions.
Positionality:
The author's viewpoint as a British teacher-researcher in Japan is shaped by his different experiences across countries and educational professions. My nationality and linguistic advantage have shaped notions of ideal English educators, which in turn has informed his teaching approaches. After professional thought, his approach moved from focusing on conventional English norms to embracing Global Englishes (GE). Despite his best intentions, his participation in intercultural education in a non-native setting may be interpreted as imposing viewpoints. To balance these complexities, ongoing self-reflection and engagement with local settings and student perspectives are required.
Perspectives on Research:
Diverse research from varied local viewpoints is critical for providing meaningful insights. The impact of international movement on research, on the other hand, limits studies by local researchers or those from examined locations. His positionality as a UK-based teacher-researcher in Japan may help to overcome gaps by engaging with people who are thinking about educational methods around the world. However, readers should understand this work in light of its relevance outside of his setting.
Aim and Outline of the Element:
This Element dives into student exchange experiences in the areas of intercultural awareness (ICA), intercultural citizenship, and Global Englishes (GE), with an emphasis on ELF/EMF. The provided arguments center on the importance of diverse exchange experiences, the critique of essentialist culture/language approaches, and the need for structured intercultural education. Sections are organized to investigate exchange situations, intercultural learning, educational methodologies, a Japan-based case study, and research and practice recommendations.
Short-Term Student Exchanges for Intercultural Learning:
Introduction:
This section contextualizes student exchange activities and terms after the conceptual overview. It digs into the multicultural and multilingual components of exchange experiences, as well as several approaches to intercultural learning, most notably Intercultural Awareness (ICA).
Higher Education Internationalization:
According to Knight (2008), HE internationalization includes global and international dimensions as well as intercultural ones. The global dimension is concerned with information flow, market integration, and cross-border movement, whereas the international dimension is concerned with language instruction and student mobility. Financial incentives and tokenistic portrayal of internationalization, stressing superficial growth in international staff and students, are criticized.
Intercultural Aspects Approaches:
Intercultural elements are more concerned with education, particularly curricular efforts that present a variety of operational issues and opportunities. Challenges include limited resources and obsolete teacher training models. Research-informed training, curricular integration of multiple viewpoints, and collaborations fostering intercultural communication during student exchanges provide opportunities. The challenges and opportunities that arise during exchanges are related to social contact, educational institutions, and support structures in other countries.
Institutional Statements on Intercultural Dimensions:
A global survey of HE institution declarations demonstrates a range of policies concerning multicultural elements. Statements range from encouraging solidarity, inclusion, and global competencies to developing global-minded persons skilled in cross-cultural communication. Despite the fact that English is frequently mentioned as a focal point due to its global popularity, most remarks do not expressly address language instruction.
The different approaches to intercultural education in higher education are highlighted by the large range of policies among institutions and nations. While many emphasize global citizenship and duties outside national borders, the link to language learning, particularly English, remains implicit in the implementation of these programs.
Short-Term Student Exchanges:
Recognizing Student Mobility:
Student mobility in higher education comprises a variety of activities, including study abroad programs, that are not always well defined or distinguished. The term'study abroad' is sometimes used widely, creating ambiguity for students regarding program specifics and encouraging false expectations about contact and experiences during their stay.
Defining Short-Term Student Exchange:
The term'short-term student exchange' refers to short-term international programs that span from a few days to a month. The aim and structure of these programs vary greatly, and they are frequently not strictly study-oriented. Despite their briefness, they provide excellent learning opportunities that contribute to intercultural understanding. Short-term programs have grown in popularity as a result of greater involvement and the numerous limits that students encounter.
Program Structures and Learning Opportunities that are Diverse:
Language classes, cultural tours, research-based excursions, and field experiences are examples of short-term student exchanges that are primarily focused on English language acquisition but are not limited to native English-speaking locations. Interactions and chances for intercultural learning are heavily influenced by program design and participant diversity.
The Difficulties of Facilitating Intercultural Learning:
Some programs, particularly those customized to specific groups or strongly regimented with little contact outside the group, limit interactions. Cultural exchange events, while instructive, may perpetuate preconceptions rather than create profound intercultural understanding. Extensive intercultural conversation, on the other hand, is more frequent in programs that provide independence and involvement with host environments, allowing for greater participation.
Problems and Accessibility:
Due to financial limits or other commitments, not all students have access to these programs. This emphasizes the importance of 'internationalisation-at-home' projects, which include international features into domestic learning contexts. Virtual exchanges, for example, provide digital alternatives for intercultural engagement.
Realities of Multiculturalism and Multilingualism:
Assumptions about Language Learning:
Interactions with native speakers for language learning and cultural immersion are frequently emphasized in exchange-related research. Immersion in local cultures and interactions with native speakers are highlighted as optimal learning scenarios by institutions promoting study abroad programs. However, not all exchanges allow for extensive or meaningful interactions with native speakers, resulting in participants' perceptions of experience failure.
Beyond Native Speaker Interactions for Language Learning:
While contact with native speakers is desired, many exchanges entail contacts with non-native speakers, which provide valuable learning opportunities. Such exchanges call into question the idea that interactions with native speakers are the most effective way to learn. The utilization of multilingual resources and English as a Lingua Franca (ELF/EMF) contribute to diverse and unpredictable intercultural communication.
Extending Intercultural Learning Concepts:
The multicultural and multilingual nature of exchanges extends learning beyond language acquisition and immersion in the target culture. Interactions with different people and different languages provide abundant chances for intercultural learning that extend beyond typical language-learning paradigms.
From studies focused on language acquisition to more thorough measures of cross-cultural competence, the research landscape on intercultural learning in student exchanges has evolved. Multiple models exist to assess these competencies, making it difficult for researchers to identify and define relevant frameworks.
Variable Results and Influencing Factors:
Intercultural learning research outcomes differ, with some studies indicating that longer sojourns contribute to greater global-mindedness, while shorter programs favorably enhance cross-cultural sensitivity. Participants' global awareness, cross-cultural understanding, and competency have improved as a result of short sessions. Furthermore, self-assessed improvements in cross-cultural awareness have been documented in several research following international encounters.
Measurement and Assessment Debates:
In research contexts, terms like 'development,' 'learning,''skill,' and 'competence' lack unambiguous definitions. There is ambiguity in judging 'competence' and'skill,' which are frequently classified as fixed attributes, resulting in debates over their evaluation and how they influence intercultural learning. Standardized assessment approaches may be biased and fail to represent the complexities of individual learning experiences.
Flexibility in Understanding Intercultural Learning:
A more adaptable approach to intercultural learning recognizes its subjective nature as well as the unique experiences of each individual. When compared to inflexible, closed models, open-ended research approaches that investigate individual characteristics and contextual variables produce more insightful results. Qualitative study concentrating on specific characteristics and processes in exchange encounters might provide deeper insights, even if generalizability is sacrificed.
Individual Experiences:
By considering subjective opinions, qualitative research values individual experiences and prevents decontextualizing significant learning experiences. This method accommodates numerous personal and contextual elements that influence intercultural learning during exchanges, resulting in a more complete knowledge of the process. While this method limits generalizability, it adds depth and richness to our knowledge of exchange experiences.
Baker's Intercultural Awareness (ICA) model provides a flexible and dynamic framework for conceptualizing intercultural communication, highlighting the fluid nature of cultural understanding and language use. The paradigm is divided into three levels, each with twelve components that go from a fundamental understanding of culture to a more sophisticated appreciation of cultural diversity and communicative practices.
Intercultural Awareness Levels:
Level One - Fundamental Cultural Awareness:
This course focuses on gaining a broad grasp of culture's influence on behavior, attitudes, and values. It entails a national understanding of cultural distinctions, although it may include generalizations or prejudices. There is no specific understanding of other cultures or the concept of culture itself.
Level Two - Cultural Diversity Understanding:
Recognizes cultures as unique groups apart from national identities. It respects individuals as members of numerous groups and the fluidity of cultural understanding. Specific cultural knowledge is used beyond generalizations at this stage to predict potential misconceptions in intercultural communication.
Level 3 - Intercultural Communication:
Recognizes that cultural allusions and communicative practices are not always associated with a particular culture. In specific cases of intercultural communication, it entails mediating between distinct cultural frames of reference. It recognizes that language and culture are not limited to any single native speaker population but emerge in communication circumstances.
The ICA Model's Flexibility and Adaptability:
Rejecting Nation-Based Concepts:
The ICA paradigm opposes nation-based notions of culture and language, acknowledging that languages such as English are adaptable and emergent in communication rather than limited to certain communities.
The dynamic, unexpected, and context-specific aspect of intercultural communication is emphasized, with the role of English as a Lingua Franca (ELF) or English as a Medium of Communication (EMF) fitting specific communication needs.
Non-Linear Progression:
While the presentation implies a linear growth, the model recognizes that people may exhibit elements of different levels at different moments, indicating a non-linear developmental process.
Empirical significance and application:
The ICA model has been used in a number of empirical investigations across a variety of cultural contexts, confirming its usefulness in educational settings. Studies undertaken in Thailand, China, Indonesia, Iran, and among Japanese university students have revealed that changes in educational environments often occur between levels one and two.
Conclusion:
By accepting fluid understandings of culture, language, and their interaction in international communication, the ICA model provides a good framework for conceptualization intercultural learning. Its adaptability and flexibility make it an important tool for understanding the multicultural and multilingual reality encountered in student exchange programs.
The book provides an in-depth examination of how the evolution of the English language, particularly as a worldwide lingua franca, influences educational paradigms and student exchange programs. Let's dissect it:
Global Englishes and Multilingual Communication:
It points out the shift in English language use from a largely native speaker base to a multilingual, diversified user base. The World Englishes framework has been critical in recognizing this diversity and encouraging respect for all kinds of English. Similarly, the ELF/EMF viewpoint acknowledges the complexities of language use, which involves various resources in communication.
Challenges in Educational Practices:
The book criticizes traditional educational techniques, which frequently focus on rigid, normative language norms while ignoring the fluidity and inventiveness inherent in multilingual communication. It emphasizes the need of recognizing the negotiated norms in multilingual environments and moving beyond binary ideas of 'proper' and 'incorrect' language usage.
Frameworks for Contemporary Education:
The book discusses numerous modern frameworks that argue for more inclusive approaches to English language instruction (ELT). WE-informed ELT, ELF-aware pedagogy, and Global Englishes Language Teaching are examples of frameworks that strive to embrace linguistic diversity and challenge the dominance of standard English standards.
Education Multilingualism Integration:
The literature introduces transcultural language instruction, stressing cultural and linguistic integration in ways that go beyond national and idealized native speaker models. It recognizes the significance of environmental elements as well as the dynamic character of language learning.
Student Exchange Preparation:
The section discusses the need of preparing students for exchanges by including multilingual awareness and flexible language use (ELF/EMF). It also analyzes the significance of existing initiatives, such as IEREST, in enhancing students' intercultural learning experiences prior to, during, and after exchanges.
Education for Intercultural Citizenship:
The text emphasizes the need of intercultural citizenship education in influencing students' attitudes toward multicultural communities. It emphasizes the value of relationships, critical thought, and joint projects in cultivating a sense of belonging and global citizenship among students participating in exchange programs.
The book addresses a wide range of themes including language education, multilingualism, and intercultural understanding, providing a nuanced view on the changing landscape of worldwide English usage in educational settings and student exchange programs.
The case study presents a complete review of higher education (HE) internationalization in Japan, concentrating on student exchange programs and educational landscape challenges:
Internationalization of Higher Education in Japan:
The narrative contextualizes the evolution of Japanese educational globalization attempts since the 1980s. It underscores the importance of English language acquisition, particularly in terms of global economic engagement, and highlights the disparities in policies at the secondary and higher education levels.
Challenges in Internationalization Efforts:
The story highlights the absence of clear guidelines and a shared idea of internationalization inside Japanese institutions. It concerns the emphasis on numerical growth in international students and faculty as a measure of success, which may not fully represent educational change or the intricacies of internationalization.
Problems with Hiring International Faculty:
The conversation digs into the difficulties of recruiting international faculty, exposing how a focus on numbers can lead to tokenistic tactics, particularly when employing non-Asian international staff. It also emphasizes the marginal significance of many international faculty members within Japanese institutions.
Practices in English Language Teaching (ELT):
A substantial amount is devoted to ELT methods, notably at the secondary level, emphasizing the impact of admission tests on English education. Despite the importance of these tests, there is a noticeable gap between exam preparation and real student engagement with English outside of testing circumstances.
Exchange Programs for Students:
The section on student exchange programs demonstrates a quantitative emphasis on raising participation rates, frequently at the expense of educational outcomes. It investigates policies and activities aimed at fostering and subsidizing international exchanges, revealing an increase in shorter programs alongside longer ones.
Policy Priorities and Goals:
The story emphasizes Japan's policy emphasis on international collaboration, cultivating a global perspective, and producing 'global human resources' with language and intercultural abilities. This is consistent with the broader goals of intercultural citizenship.
Overall, your case study provides a thorough evaluation of the issues, policies, and practices related to internationalization and student exchange programs in Japanese higher education. It not only emphasizes the activities, but it also critically examines the constraints and probable weaknesses in accomplishing comprehensive internationalization goals.
The rich and thoughtful research technique for investigating the exchange experiences of Japanese university students is detailed and considerate.
Here are some major points from your methodology:
Research Questions:
The research intends to answer two primary research questions:
What factors influence students' trajectories during short-term exchanges? &
How much intercultural learning and adjustments in perspectives toward English use in intercultural communication occur?
Context of the Study:
The research was carried out at an institution where international exchanges and English language learning were encouraged. The institution's policy, curriculum, and departmental practices for English learning, exchange programs, and internationalization are detailed in detail, laying the groundwork for comprehending the study context.
Exchanges and Participants:
The fifteen students chosen for the study took part in a variety of exchange programs in various countries, offering a variety of experiences such as research-based programs, cultural tours, and language courses of varying lengths and destinations.
Data Collection:
The study used a combination of semi-structured interviews (pre-exchange, post-exchange, and six months later), observations of institutional activities, and documented data analysis. The interviews were conducted in either Japanese or English, allowing participants to express themselves freely.
Data Analysis:
The method of analysis entailed tracking changes in students' attitudes toward culture, language, and intercultural communication over time. The data was analysed with NVivo 11, using both prepared codes based on conceptual areas and data-driven codes to capture emergent themes.
Limitations and Adaptability:
Methodological limitations have been acknowledged, such as potential language barriers in interviews, and you provide transparency in your positioning and interpretation of findings. Readers were also invited to interact with the facts and reach their own conclusions based on their own viewpoints and experiences.
The methodology demonstrates a thorough approach to capturing and analyzing students' multifaceted experiences during international exchanges, laying a solid foundation for understanding intercultural learning and perspectives on English use in intercultural communication within the context of Japanese higher education.
A complete assessment of the students' pre-exchange experiences, attitudes, and learning contexts provides a thorough knowledge of their mindset prior to enrolling in international exchange programs.
Here is a summary of the important points raised throughout this investigation:
Culture Pre-Exchange Learning Experiences
Students remembered previous cultural learning experiences, especially from school projects that compared Japanese culture to other cultures. These events tended to emphasize national fact-based learning above larger intercultural concepts.
Perspectives on Culture Prior to Exchange
Students' initial perceptions on culture were frequently essentialist, emphasizing generic contrasts between Japanese and other cultures based on surface-level observations and comparisons.
Pre-exchange Learning Experiences: English Language
English language learning experiences primarily centered around rote memorization, grammar, and test preparation, with limited emphasis on practical communication. Many students perceived English as a subject for passing tests rather than a tool for communication.
Pre-exchange Perspectives: English Language Use
Students associated authentic English use with standard norms and tended to view native speakers as the benchmark for correct English. There was a lack of awareness or consideration for English as a Lingua Franca (ELF) or English as a Medium of Communication (EMF).
Institutional Pre-Departure Assistance
Institutional support gave insufficient instruction about destination cultures or program nature, leaving students unsure about their expectations and the differences between different types of exchange programs.
Motivations for Exchange Participation among Students
Students were motivated to participate in exchanges primarily to create global identities, practice English in authentic circumstances, and gain cultural experience. Their sense of 'global' and 'intercultural', on the other hand, were hazy and entangled with national cultural understandings.
Student Exchanges: Multicultural and Multilingual Experiences
Students reported broad social interactions while participating in exchange programs, building ties with a large range of overseas students. These interactions improved intercultural learning and increased English confidence.
Developing ELF/EMF Perspectives and Changing Attitudes Toward English Use
Students began to appreciate variety in English use as a result of intercultural contacts, and their viewpoints shifted toward tolerating ELF/EMF in communication. They began to appreciate distinct English accents and modified their communication techniques to allow greater understanding among speakers of various languages.
Thorough research demonstrates how students' initial attitudes and experiences changed during exchange programs, notably in terms of cultural knowledge and approach to using English in intercultural communication.
The following are significant takeaways from the student exchanges concentrating on target culture and language:
Intercultural Communication Difficulties:
Limited Interaction Possibilities:
Many students were dissatisfied since there were little possibilities to participate in meaningful talks with local pupils. This hampered their goal of learning English and gaining a global viewpoint.
Cultural Exchange Activities:
During exchanges, organized events and talks about Japanese culture were deemed dull and superficial, with a lack of depth in intercultural learning experiences.
Generalizations and stereotypes:
Some students generalized national cultures and struggled to grasp or accept distinctions among individuals, depending on stereotypes in their descriptions.
Language Acquisition and Communication:
Struggles in English Use:
Students expressed difficulties in using English successfully, including worries about grammar, pronunciation, and comprehension. They struggled to communicate in the same way that native English speakers do.
Self-Criticism:
Students were self-critical of their language skills, with a desire to improve but barriers due to academic responsibilities following the exchange.
Education and Post-Exchange Practices:
Post-Sojourn Practices:
Instead of focusing on deeper intercultural viewpoints, post-exchange duties included factual presentations concerning organizational factors and superficial cultural generalizations.
Constraints vs. Motivation:
Students expressed a desire to engage in intercultural learning following the exchange, but were hampered by academic obligations and insufficient university support.
Profiles of Individual Intercultural Learning:
Mayu:
Her learning style was initially focused on national cultures, but she suffered due to inflexible program frameworks and a lack of genuine ties with local pupils.
Yuki:
Showed a shift in perspective from viewing cultural differences as normal to actively seeking and accepting various viewpoints, exhibiting adaptability and welcoming new ideas.
Noriko:
Recognized cultural diversity but frequently contrasted national cultures without investigating individual variations within those cultures.
Miki:
Miki, a fifth-year pharmacy student, just completed a month-long research program in Hong Kong and had previously completed a language study in the United States. Her encounters show the evolution of multicultural understanding and communication. Miki's contacts generated an awareness of cultural nuances, leading to unanticipated realizations regarding cultural conventions and provisional understandings, despite her initial desire to connect with people from varied backgrounds. Her confidence in speaking across cultures improved over time as she accepted different ideas and adapted language for efficient communication. Miki emphasized the positive impact of these experiences six months later, emphasizing newfound learning from varied folks and demonstrating her heightened degree of intercultural awareness and communication flexibility.
Overall observations:
Levels of Awareness:
Students demonstrated varying levels of intercultural communication knowledge, ranging from fundamental cultural comparisons to a more nuanced comprehension of individual distinctions within cultures.
Program Limitations:
Many students encountered difficulties inside exchange programs, limiting their capacity to fully engage in intercultural encounters.
These findings illustrate the difficulties and problems that students encounter when attempting to achieve meaningful intercultural communication and learning outcomes during exchange programs, underlining the need for more thorough and immersive educational approaches to create true intercultural understanding.
Those observations were very effectively distilled!
It is clear that students' varying levels of intercultural knowledge, together with program restrictions, offer considerable hurdles to encouraging true intercultural conversation and learning. This underlines the need for more intensive and comprehensive educational approaches that go beyond surface-level cultural interactions to actually build deep intercultural awareness among exchange students.
Sections 4.4 and 4.5's significant discoveries!
These findings emphasize numerous crucial topics about students' pre-exchange perspectives, their exchange program experiences, and the post-exchange phase. The observations highlight the critical role of intercultural communication and learning in student exchange programs.
These findings are broken down to show how students' impressions of culture, language acquisition, institutional support, program design, and post-exchange reflection all have a substantial impact on their intercultural experiences. It emphasizes the limitations of specific program frameworks that may impede true intercultural involvement and learning.
Furthermore, the story recounted here underscores the importance of more comprehensive and immersive techniques in educational programs to foster profound intercultural understanding. It emphasizes the possibility of a mismatch between students' expectations, program designs, and the actual intercultural experiences faced during these exchanges.
These findings appear to advocate for a paradigm shift in how exchange programs are planned and supported before and after the experience. A more sophisticated understanding of intercultural communication and learning emerges as critical for the success of such programs, particularly through exposure to varied linguistic and cultural situations.
A concise summary of the key findings outlined in Sections 4.4 and 4.5:
Past Culture Learning:
Students relied on national fact-based learning through cross-cultural comparisons (4.4.1).
Pre-Exchange Perspectives:
Basic cultural awareness dominated, often linked to ICA level one (4.4.2).
English Language Learning:
Limited focus on communication, viewed English as a subject for exams (4.4.3).
Authenticity in English Use:
Associated with standard norms, lacked awareness of ELF/EMF (4.4.4).
Pre-Departure Support:
Primarily logistical, lacked emphasis on multicultural learning potential (4.4.5).
Motivation for Exchange:
Driven by global identities linked to English use, often tied to national cultural understandings (4.4.6).
Cultural Engagement:
Diverse contexts led to new international connections and intercultural perspectives (4.4.7).
Faculty-Led Exchanges:
Limited global identity development, criticized for lack of independence (4.4.8).
Post-Exchange Support:
Insufficient support to identify learning, hindered by university responsibilities (4.4.9).
Group Tour Design:
Few connections with overseas individuals, emphasized essentialist cultural understanding (4.5.1).
Intercultural Perspectives:
Fluid communication led to ICA level two perspectives, connected to intercultural citizenship (4.5.2).
Intercultural Learning:
Diverse experiences facilitated ICA learning, encouraging reflection and openness (4.5.3).
Multicultural Settings:
Engagement with diversity supported ICA learning and hinted at intercultural citizenship (4.5.4).
The changing perceptions regarding English use in intercultural communication among exchange students. It underlines the necessity of understanding functional demands in intercultural communication (Section 4.4.7) and the development of confidence in using English in multilingual situations. Students' experiences shifted their ideas on English language use, notably on ELF/EMF, which accords with the concept of flexible meaning negotiation in communication (Section 4.4.7).
However, due to limited contact with native speakers, students on faculty-led tours frequently did not appreciate the potential of ELF/EMF, causing some to believe their experiences were unsatisfactory (Section 4.4.8). It is advised that exchange activities address this native-speakerist perspective, in accordance with current pedagogical frameworks.
Recommendations:
The study recommendations include advocating for qualitative approaches to capture the distinctiveness of exchange experiences as well as the contextual aspects that influence them. It also emphasizes the need of flexibility in understanding intercultural learning and suggests using the Intercultural Communication Apprehension (ICA) paradigm to better understand various experiences (Section 5.2). It advises establishing exchange programs that match with student expectations and university internationalization goals in Section 5.3 for practical recommendations. Incorporating ICA, Global Englishes (GE), and intercultural citizenship education into programs can improve them, especially by facilitating various intercultural communication situations. There is also an emphasis on home university assistance both before and after departure to assist students in processing and understanding their experiences in an interculturally aware manner.
Overall, it underlines the importance of flexible frameworks for interpreting varied experiences in intercultural learning and recommends personalizing exchange programs to foster meaningful intercultural conversation and understanding, thereby increasing students' learning experiences.
Learning Activities:
A comprehensive package of learning activities that immerses pupils in cultural perspectives, intercultural communication, language use, and intercultural citizenship:
Each activity provides a distinct way to encouraging contemplation, debate, observation, study, and engagement with global challenges. These exercises are designed to broaden students' understanding of culture, language, and their connection in a variety of settings, matching with the goals of intercultural learning during exchanges. The first series of activities encourages students to think on themselves and examine their cultural assumptions and perceptions. Students can discover the difficulties of cultural knowledge by researching various definitions of culture and addressing stereotypes.
The second group of activities revolves around dialogues and encounters with people from various backgrounds. These are intended to provide direct exposure to various points of view and to improve intercultural communication skills. Students are asked to watch real-world situations and critically examine their surroundings in observation-based exercises, which promotes diversity awareness and challenges prejudices. Activities centered on research dig into the study of Global Englishes (GE) and intercultural communication. Students learn about the diversity and evolution of English as a global language by analyzing textbooks, YouTube videos, and diverse English usage cases. The incorporation of these activities into pre-departure, in-exchange, and post-sojourn learning experiences provides students with a comprehensive framework for engaging profoundly with intercultural communication, language variety, and global citizenship. This multidimensional approach reflects the difficulties of intercultural learning and tackles the multifaceted character of exchanges in a variety of situations. Students are better equipped for the difficulties and opportunities of an interconnected world if these important abilities and perspectives are fostered.
Acknowledgments
The acknowledgments section is loaded with thanks to everybody who contributed to this effort. Students, editors, reviewers, and those who gave support and advice are all acknowledged for their essential contributions to the development of this Element. Will Baker, Troy McConachy, and Sonia Morán Panero, the series editors, are specifically thanked for their invaluable assistance throughout the process. Their advice has been invaluable in shaping this work. Furthermore, the anonymous reviewers are acknowledged for their informative suggestions, which helped to refine this piece greatly. The dedication of the work to Patricia and Alun, as well as special gratitude to Mika and Saki for their patience and understanding, gives the acknowledgements a personal touch. The editorial board members are recognized for their commitment and contributions to the series, each with competence in various elements of linguistics and intercultural communication. The footnotes add context and acknowledgements, such as the recognition of complex distinctions between 'native' and 'non-native' English users, emphasizing the importance of embracing diverse ways of using English and recognizing ELF/EMF (English as a Lingua Franca/English as a Medium of Instruction). Overall, the acknowledgments section acknowledges the numerous people who provided assistance, expertise, and guidance.
This book offers a thorough examination of the relationship between language education and intercultural communication, providing numerous insights that challenge conventional perspectives. Here is a more nuanced assessment of its contributions: Diverse Points of View Explored: One admirable component is the book's dedication to presenting varied perspectives in the domains of language instruction and intercultural communication. It expertly navigates the difficulties of multilingualism, Global Englishes, and cultural diversity, providing a thorough knowledge of these complex processes.
Critique of Standardized Approaches:
It effectively criticizes the shortcomings of standardized language education techniques that primarily emphasize native speaker models and rigid language norms. The book challenges the notion of a single, idealized form of language and culture by emphasizing the relevance of different linguistic and cultural experiences in student exchanges.
Intercultural Awareness Promotion:
The necessity of cultivating intercultural awareness and citizenship education in educational contexts is emphasized throughout the book. Its ideas encourage learners to negotiate varied cultural environments with awareness and adaptability.
Acceptance of Global Englishes:
English as a Lingua Franca (ELF) or English as a Medium of Communication (EMF):
The identification of Global Englishes in the book, particularly the emphasis on English as a Lingua Franca (ELF) or English as a Medium of Communication (EMF), adds significantly to the language education discourse. It advocates a break from prescriptive rules by recognizing the fluidity and variety of language use in many global contexts. Depth of research and applicability: The book has a solid research base, drawing on a variety of empirical investigations and theoretical frameworks to back up its claims. It combines theory and practice by providing educators with practical guidelines for implementing more inclusive language teaching strategies.
Challenges in Implementation:
While the book has intriguing concepts, it could use further analysis of the issues and potential limitations that educators may face when applying these progressive approaches. Addressing practical barriers to more varied educational practices would increase their applicability.
Intercultural Learning: A More Nuanced Understanding
The detailed depiction of students' pre-exchange, exchange, and post-exchange experiences in the book provides a thorough knowledge of intercultural learning dynamics. It emphasizes the complexities of cultural perceptions and language acquisition during international exchanges, educating educators on the complexities of these experiences.
A catalyst for reconsidering traditional approaches to language instruction and intercultural communication:
Essentially, this book acts as a catalyst for reconsidering traditional approaches to language instruction and intercultural communication. Its in-depth examination of various perspectives, along with practical advice, makes it an invaluable resource for educators striving to accept linguistic diversity and foster intercultural competency in educational contexts.
While the book has a variety of excellent insights and contributions to the disciplines of language instruction and intercultural communication, it does have a few flaws:
Implementation Difficulties:
The book may fail to adequately address the practical obstacles that educators may confront when applying the proposed progressive practices. It could include more thorough ideas or case studies to help educators overcome potential obstacles.
Inadequate Focus on Disadvantaged Contexts:
The book may not adequately address the issues and subtleties seen in poor or underprivileged educational settings. It could benefit from investigating how these progressive tactics could be altered or utilized in such circumstances.
Overemphasis on Idealized Perspectives:
The book may give relatively romanticized perspectives on intercultural learning and exchange programs at times, perhaps neglecting the complicated and sometimes contradicting reality encountered by students participating in foreign exchanges.
This book provides an in-depth examination of the changing environment of language instruction and intercultural communication. Its merits are its various perspectives, extensive scientific background, and practical proposals that challenge established paradigms. While it provides a strong framework for rethinking educational practices, addressing implementation issues and widening its reach to include more disadvantaged contexts could increase its application and influence in a variety of educational settings.
Source:
Humphreys, G. (2023). Short-Term Student Exchanges and Intercultural Learning (Elements in Intercultural Communication). Cambridge: Cambridge University Press. doi:10.1017/9781009356671
