Intercultural Learning Assessment: The Link between Program Duration and the Development of Intercultural Sensitivity.
Intercultural Learning Assessment: The Link between Program Duration and the Development of Intercultural Sensitivity.
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跨文化学习评估：项目持续时间与跨文化敏感性发展之间的联系。
DOI：
10.36366/frontiers.v10i1.141
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Adriana Medina
中科院分区：
文献类型：
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作者：
Adriana Medina
在全球市场、通信技术和交通系统大大增加了我们日常生活中的多元文化接触的时候，“我们必须培养适合多元文化社会和地球村生活的沟通技巧和能力”（Samovar & Porter，2000）。高等教育机构正在努力通过提供广泛的出国留学计划来满足这些需求，这些计划将鼓励不同类型的学生出国留学。Engle和Engle（2003）确定了出国留学项目的七个关键组成部分，这些组成部分定义了它们的多样性：项目持续时间，参与者的入学语言能力，现场课程中使用目标语言的程度，学术工作的背景，住宿安排的类型，指导文化/体验式学习的规定，以及学生反思其文化体验的结构化机会。鉴于对高等教育国际化的日益重视，以及每年出国留学的学生人数迅速增加，对学生学习成果的研究，特别是与文化学习有关的研究，具有更大的价值和相关性。这里提出的研究旨在加强我们对跨文化学习的理解，重点是跨文化敏感性的发展和恩格尔和恩格尔的主要出国留学组成部分，程序持续时间之间的联系。长期以来，人们一直认为，课程的持续时间有助于实现预期的跨文化学习成果。Gudykunst（1979）得出结论，“短期接触不允许有足够的时间来建立改变的态度。接触时间短，导致参与者的心理体验不完整”（第4页）。类似地，班尼特（1993）认为，在目标国家，至少需要两年时间来培养基本的适应行为和获得新的世界观（第55页）。Leong和Ward（2000）认为，个人在城市中停留的时间越长，
At a time when global markets, communication technologies, and transportation systems have vastly increased multicultural contact in our daily lives, it is essential that “we develop communication skills and abilities that are appropriate to a multicultural society and to life in a global village” (Samovar & Porter, 2000). Institutions of higher education are striving to address these needs on one level by offering a broad array of study abroad programs that will encourage different types of students to study abroad. Engle and Engle (2003) have identified seven key components of study abroad programs that define their variety: program duration, entry language competence of participants, extent to which target language is used in coursework on site, context of academic work, type of housing arrangements, provisions for guided cultural/experiential learning, and structured opportunities for students to reflect on their cultural experiences. Given the growing emphasis on internationalizing higher education and the rapidly increasing number of students embarking on study abroad programs each year, research on student learning outcomes, especially those related to cultural learning, is assuming greater value and relevance. The study presented here aims to enhance our understanding of intercultural learning by focusing on the link between the development of intercultural sensitivity and the first of Engle and Engle’s key study abroad components, program duration. It has long been argued that program duration is instrumental in achieving desired intercultural learning outcomes. Gudykunst (1979) concludes that “contact of only a short duration does not allow enough time to establish attitudes to change. The short duration of the contact results in an incomplete psychological experience for the participants” (p. 4). Similarly, Bennett (1993) suggests that it takes at least two years in the target country to develop basic levels of adaptive behavior and to acquire a new worldview (p. 55). For Leong and Ward (2000), the longer individuals stay in the