Intercultural communicative competence (ICC), the ability to communicate effectively and appropriately with individuals from other cultural backgrounds (Byram, 1997; Fantini, 2020), is considered a crucial factor in successful academic acculturation. In study abroad contexts, ICC is thought to play a critical role in overcoming common culturally based academic challenges, such as actively engaging in classroom discussions, adapting to teacher expectations of speaking and silence, and navigating pedagogical differences. However, there are few resources for educators who want to effectively integrate ICC into their curricula. To meet this need, this presentation will provide an overview of a short-term study tour in which Japanese university students participated in lectures and fieldwork for 2 weeks at the University of Hawaii. The ICC framework used to design the study tour will be presented through a description of:
• Linguistic and ICC development learning objectives
• Pre-departure guidance sessions
• Contents of lectures and fieldwork
• Group interview project
Assessment of the study was conducted utilizing the Beliefs, Events, and Values Inventory (BEVI) survey, questionnaire of student satisfaction of tour contents, participant interviews, and a language proficiency test. Key findings regarding the alignment of learning objectives and tour contents, and students’ intercultural communicative competence and linguistic development will be discussed. The presentation will close with suggestions on how study tours can be planned for other institutions with insights on potential benefits and limitations. Travel itineraries, accommodations, specific tour activities, safety guidelines, and cost information will also be covered.

Authors:
Raymond Yasuda, Kanagawa University, Japan

About the Presenter(s)
Dr. Raymond Yasuda is currently an Associate Professor in the Department of English Language and Literature at Kanagawa University, Tokyo, Japan.

See this presentation on the full schedule – Sunday Schedule

Bookmark