This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers' psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.
Table of Contents:
Acknowledgements
Contributors
Chapter 1. Gary Barkhuizen: Language Teachers Studying Abroad
Part 1: Identities and Professional Development
Chapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit Perspectives
Chapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice
Chapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers
Chapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires
Chapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools
Part 2: Interculturality and Intercultural Learning
Chapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships
Chapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad
Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad Program
Chapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay
Chapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad
Part 3: Emotions and Personal Growth
Chapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus
Chapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary Year
Chapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican Republic
Chapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays
Chapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers
Part 4: Relationships and Careers
Chapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry
Chapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and Developments
Chapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development
Chapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE
Chapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 Teachers
Index
About the Author :
Gary Barkhuizen is Professor of Applied Linguistics at the University of Auckland, New Zealand and Honorary Research Fellow at the University of the Free State, South Africa. His research focuses on language teacher education, teacher and learner identity, study abroad and narrative inquiry. His recent publications include Language Teacher Educator Identity (Cambridge University Press, 2021) and Communicating Identities (Routledge, 2020, with Pat Strauss).
Review :
This wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences.
COVID has disrupted, and demanded a re-imagining of studying abroad, often a crucial component in language teacher education programmes. This book brings together soul-searching empirical studies from diverse educational contexts to explore the meaning of studying abroad for language teachers. These deeply reflective narratives from language teachers and language teacher education researchers provide an up-to-date and humanistic understanding of a critical approach to internationalisation studies.
...a vital resource for understanding the complex experiences of language teachers in foreign contexts. It adeptly balances theoretical insights with practical implications, making it an essential read for those involved in language teacher education, study-abroad program development and administration. As the landscape of language education continues to expand and transform, works like this will play a key role in guiding the future of language teacher education in transnational contexts.
The book is useful for at least two reasons. First, for those planning to study abroad, this book can serve as a compass as to how to traverse a seemingly complicated journey of living and studying in a foreign country. Second, this book can give people who organize LTSA programmes a better idea as to how their programmes can be further improved. The teachers and teacher educators can get relevant information as to what and how they should prepare before, during and even after studying abroad.
