Adolescents abroad and bullying

Introduction

This paper aims to investigate how the concept of language, culture, identity and difference work together in the implementation of the SA Program for Indonesian students and how important its application for them. Concerning the interrelatedness between the four concepts in the employment of SA program, it is found that there is a chance for Indonesian learners to create new cultures after having interaction and dialogues through English as the target language. They also construct their new identity as people who have high-skills in English, in which they are marked out differently by other people. Furthermore, regarding the importance of joining in the SA program, it is seen that the program is vital to improve students’ language skills, affect their cultural transformation and increase their level of confidence in using English. However, it should be applied carefully and put some considerations due to some challenges, including the limitation of English competence, the different of learning culture characteristics, the likelihood of crisis identity. Hence, all of the emerged insights above might be beneficial for policymakers of the SA program to revisit the regulation and enhance the quality of their guided SA program. Then, it may be useful as well for the SA program educators to design and employ suitable learning strategies to be suitable with students’ demands. Ultimately, it can be useful insights as well for students to be well-prepared before joining the SA program.

This volume of Frontiers contains articles covering a broad range of study abroad topics that I hope readers will find both stimulating and useful. Taken as a whole, this volume provides information and tools that can be used to improve and enhance study abroad programs. 
 Rexeisen, Anderson, Lawton, and Hubbard utilized the Intercultural Development Inventory (IDI) to assess the impact of a semester study abroad program on the development of cross-cultural sensitivity. Their article, “Study Abroad and Intercultural Development: A Longitudinal Study,” provides evidence that a student’s integration and adaptation to cultural experiences continue after a student returns home after study abroad. In general, this article supports the conclusion that study abroad has positive impact on the intercultural development of students. However, it also found that some of the gains found immediately after study abroad diminish over time. 
 In his article “Service-Learning in Context: An International Perspective,” Michael Woolf explores the definition and goals of service-learning and its value within a study abroad context. Drawing on his long experience in developing and managing study abroad programs, Woolf advocates for adopting several “strategic objectives” that emphasize the “learning” dimension of service-learning, including parity of esteem with other academic courses and academic credibility. He then argues for and outline approaches to defining learning objectives before offering conclusions about dangers and pitfalls as well as benefits to service-learning within the study abroad context. 
 Paus and Robinson present a general model of the determinants of study abroad participation and then apply it to isolate the factors that are most important at their home institution, Mount Holyoke College. Their model provides a tool to assess the effectiveness of some of the institutional policies for expanding study abroad participation, and to identify new areas for policy invention. Specifically, their analysis identifies parent and faculty encouragement as key determinants of a student’s study abroad decision. Based on their analysis, the authors discuss the specific role that faculty play to increase study abroad participation. 
 Nadine Dolby’s “Global Citizenship and Study Abroad: A Comparative Study of American and Australian Undergraduates,” examines how both Australians and Americans undergraduates negotiate their national and global identities in the context of study abroad. Dolby demonstrates the nuances of “global citizenship” as students experience and describe it, and argues for a more complex understanding of the dynamics of nation and globe, and for a paradigm of “global citizenship” grounded in critical self-awareness, mutual respect, and reciprocity. Based on her research, she proposes that global citizenship is inflected differently in diverse national contexts, as demonstrated by the contrasting experiences of the Americans and Australians abroad.’ 
 Harrison and Voelker’s study assess the effectiveness of study abroad programs by identifying and evaluating the factors that contribute to students’ success. Their research, “Two Personality Variables and the Cross-cultural Adjustment of Study Abroad Students,” utilized self-assessments by semester study abroad students to examine the impact of both “emotional intelligence” and “entrepreneurial attitude orientation” on the student’s adjustment to their host culture. The results of the study indicated that sub-dimensions of emotional intelligence is significantly related to both general and interaction adjustment in a host culture, and that entrepreneurial attitude orientation is significantly related to interaction adjustment. 
 Hoff and Paige’s article, “A Strategies-Based Approach to Culture and Language Learning in Education Abroad Programming,” discusses the results of a study that researched the use of two study abroad guides by study abroad advisors, and resident directors in their pre-departure and on-site programming. The participants in this project were interviewed and discussed the challenges and successes in using the Maximizing Study Abroad Program Professionals Guide and the Students’ Guide. The article presents suggestions for using these guides effectively to impact student learning. 
 In their article, “Does Language Matter? The Impact of Language of Instruction on Study Abroad Outcomes,” Norris and Steinberg present their study of the impact of students taking courses in the target language versus those who take some or all of their courses in English. Mining data from nearly 50 years of study abroad programming, they conclude that each language environment has its distinctive merits, and that all yield benefits to participants. Drawing on a survey of over 17,000 IES alumni, their research helps us to recognize the value of the various study abroad models. 
 “Study Abroad and Career Paths of Business Students,” by Orahood, Woolf, and Kruze, assesses the impact of study abroad on business students’ post-graduation career paths by surveying alumni who were five to ten years into their careers. While the authors did not find a causal link showing that study abroad significantly impacts business students’ career paths, they did find that alumni consider the transferable skills (communication, flexibility, adaptation, etc.) that they gained while abroad are valuable life skills. The authors also sought to compare the career paths of alumni who studied abroad to those who did not. They found that, although business students who studied abroad tend to have a significantly greater interest in working for a company with an international component, the number of alumni who found work with international clients/customers was greater for those who did not study abroad. 
 Together these articles provide important insights and useful information about a number of important areas of study abroad. I would like to thank the authors of these articles as well as the many colleagues who served as manuscript reviewers for this volume. 
 I would also like to acknowledge the continued support of the institutional sponsors of Frontiers, especially Dickinson College, which has been the home of Frontiers for the past eight years. The sponsors make it possible for Frontiers to continue to serve the needs of the study abroad field and disseminate the journal widely. 
 Brian Whalen, Editor 
 Dickinson College 
 The Forum on Education Abroad

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants’ linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.

Research on learning during study abroad has become a vibrant area within the field of second language acquisition. However, relatively few studies have been published on the outcomes of language and culture learning during study abroad in German-speaking countries. This article (1) critically reviews research on study abroad effects in US and other English-speaking learners of German, and (2) identifies open questions and issues in need of further research. It is hoped that the review will spur more research in this area which in turn may help study abroad program administrators set realistic learning objectives and create optimal learning conditions for their study abroad program participants. The Need for Learning Outcome Assessment during Study Abroad The last two decades have seen an increase in the demand for more accountability in education in the US and abroad (Norris, 2006). Language and culture programs including study abroad (SA) programs have been no exception in this respect (Mills & Norris, in press). SA programs are often asked to better assess and demonstrate students’ learning outcomes, and the programs’ impact on students’ academic achievement, careers, and personal growth (e.g., Gillespie, 2002). Research has demonstrated that not all students that participate in SA

Japanese higher education institutions (HEIs) are increasingly channeling resources to education development, especially for students who need to hone skills such as critical thinking skills to compete in the global economy. Over the past few years, Japanese higher education policies formulated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have started to prioritize raising global human resources through study abroad programs to enhance Japan’s competitiveness in a global knowledge-based society. This chapter outlines how study abroad program trends in Japan follow global trends in that Japanese HEIs are becoming more involved in enriching the overall learning experience of studying abroad through changes in home country policies and the management of study abroad programs, and participation of other stakeholders such as businesses. The case study in this chapter discusses how changes in study abroad policies, program focus, and curriculum design at home country institutions have been targeted to help improve the quantity and quality of the students’ cross-cultural learning experience abroad while taking into consideration the overarching purpose of global human resource development. The actual study abroad experience, therefore, has become but one small cog in the bigger wheel of the overall study abroad programs that begins prior to departure in the form of pre-study abroad courses and continues after studying abroad when students take reflective or post-study abroad courses.

In this qualitative research study, a method to develop the capability of international nursing students from culturally and linguistically diverse backgrounds (ICALD) to participate with members of an Australian community of nursing practice was explored. This was done by providing participants with an opportunity to participate in a specifically designed immersive simulation program. In this research study, the situated learning perspective of communities of practice, based on Wenger's (1998) conceptual framework, is adopted. This perspective enabled the exploration of ICALD nursing students' participation with members of an Australian community of nursing practice, not only as involving the negotiation of social and cultural expectations of learning, but also their re-negotiation of identities as learners. Two research questions were explored: 1. In what ways may the concept of Communities of Practice be used as a framework for the design of immersive simulation? 2. In what way may immersive simulations informed by Communities of Practice develop the capability of international nursing students from culturally and linguistically diverse backgrounds to participate within Australian communities of nursing practice? A two-phase case study methodology was employed, drawing on data from ICALD students enrolled in a Bachelor of Nursing program at one Australian university. In Phase One, five ICALD students described their experiences and perceptions of the first clinical placement in Australia. These findings were then interpreted through Wenger's (1998) lens of Communities of Practice to inform the design of three immersive simulations. In Phase Two, a total of seven ICALD nursing students participated, and these findings are represented in two case studies. Their experiences and perceptions of the immersive simulation program were uncovered. Whilst all Phase Two participants were located in the same physical context, the ways in which the participants perceived their social relations with members of an Australian community of nursing practice, and interacted with these members and each other during the immersive simulation program differed. These differences helped to illuminate understanding into ways of facilitating ICALD nursing students' participation with members of an Australian community of nursing practice. The findings from this research support five propositions regarding the influence of Communities of Practice as a design for learning in the form of immersive simulation: (1) significant meaningful learning occurs from exploring participation and non-participation through simulations that replicate everyday nursing practice; (2) competence from a Communities of Practice perspective facilitates understanding of learning as an ongoing process of becoming; (3) mutual engagement affords access to the joint enterprise and shared repertoire; (4) negotiation of multimembership must explore cultural difference in relation to participation; and (5) simulation represents a boundary object, which facilitates connections between communities of practice. Significantly, the research findings supported the development of The Situated Learning Design Framework for Simulation. Gaps in the current literature are addressed in this thesis. This study represents a step forward in understanding healthcare simulation design. Importantly, this research illuminates ways in which to facilitate the development of ICALD nursing students' identities of participation within an Australian community of nursing practice. It does this by proposing a more holistic application of Wenger's (1998) framework of CoP to nursing simulation.

There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contribution the Peer Assisted Study Sessions (PASS) scheme makes to this process.Interviews with international students were analysed using Lave and Wenger’s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international students’ transition and learning in HE. Using themes of community, practice and participation, findings illuminated the role of PASS in providing international students with an intermediary CoP, providing transition support into the CoP on their course and university life. PASS facilitated their social integration with students of other nationalities, developing relationships with peers and PASS leaders, contributing to an increased sense of belonging to a community. Through the mutual engagement of attendees and leaders, students developed shared language, values and practices relating to their discipline and studying in UK HE. Established PASS leaders shared first year experiences with ‘newcomer’ international students, supporting their transition into UK HE culture and enabling their legitimate peripheral participation to develop further. Participation in PASS fostered students’ engagement with learning activities and independent study habits. Limitations to the study and suggestions for further research are discussed.

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants’ linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.

The purpose of this mixed methods study was to investigate the intercultural competence (IC) level of college students, explore whether there is a statistically significant difference in the IC level between students with study abroad (SA) experience and those without SA experience, and examine their attitudes, ideas and experiences about SA programs and intercultural communication. Data collected from online questionnaires and Zoom interviews were examined through the lens of Hall’s the Iceberg Analogy of Culture and M. J. Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), which were also used as the conceptual framework in this study. Both quantitative and qualitative results indicated the IC level of college students was high, reaching up to the acceptance stage or/and adaptation stage of Bennett’s DMIS. Quantitative study showed that the IC level of students who participated in SA programs was higher than those who didn’t.

Study Abroad Programs: A Golden Opportunity for Academic Library Engagement

On March 11, 2020, the World Health Organization announced COVID-19 as a global pandemic. Millions of students in school, on educational breaks, and study abroad programs were left uncertain of their next steps. This study aimed to examine the impact of COVID-19 on college-aged students’ study abroad experiences in the United Kingdom. Four students participated in interviews, asking them about their study abroad. Thematic and poetic analysis were used to analyze the data, and five themes emerged from the former: (1) thoughts before travel, (2) teaching abroad, (3) traveling abroad, (4) quarantine, and (5) the total experience. Based on the analysis, we recommend that professors consider incorporating reflection activities into study abroad programs and that professors and students alike take time to learn about the culture beforehand. Future research should consider examining how COVID-19 impacted individuals’, communities’, and universities’ views of travel abroad.

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

To live and work in today's global community, adults need to develop an intercultural responsiveness and flexibility in order to interact sensitively in situations involving international cultural contexts, practices, beliefs, understandings, and communications. One way to support this development in adult and higher education is to offer opportunities to study abroad. These experiences can present adult learners with a setting in which to learn about global diversity and the interrelationships of issues across the world's population today. The Institute of International Education (2009) reported that study abroad participation in American colleges and universities increased over 150% in the past ten years. Of those participants, juniors, seniors, and graduate students comprised close to 70% of the study abroad population. It is clear adults of all ages are participating in study abroad programs across US institutions of higher education. Currently, short-term programs comprise over 50% of study abroad offerings nationally (Institute for International Education, 2009). Short-term study abroad programs typically last between one and five weeks and often include faculty-led groups of students from one or more institution. Chieffo and Griffiths (2009) reported these programs tend to be appealing to working adults and other nontraditional students. Indeed, adults may find that short- term programs fit better within their financial limitations and time constraints of work and family. However, critics sometimes question these programs with the concern that the focus may be more on travel and adventure than on academic learning objectives. Unfortunately, not all study abroad programs provide experiences with significant learning, development, and transformational outcomes (Gray, Murdock, & Stebbins, 2002; Green, 2002). However, some recent research suggests that studying abroad transforms students' global perspectives and cross-cultural effectiveness (Dwyer, 2004) and can increase self-reliance and self-confidence (Corda, 2007). We have very little current evidence, however, about adult learning in study abroad. Therefore, I conducted an extensive investigation that examined adult learning within the context of a short-term program in Italy. To help frame this inquiry, I looked to Wenger's (1998) concept of learning and knowing within the social learning system of a community of practice. He suggests a community of practice is a collective learning enterprise encompassing socially-constructed practices and relations. In formal education settings, a community of practice includes instructors, learners, resources and materials, the physical setting, and a variety of cultural and social influences and behaviors that affect the learning that occurs, or does not occur (Lave & Wenger, 1991; Wenger, 1998). Correspondingly, the research question guiding this component of the larger study was: What is the nature of the learning interactions (the socially-constructed practices and relations) within a short-term study abroad community of practice? In this paper, I first offer further clarification of the adult learning theory that frames this study and provide an overview of the relevant literature. I then explain the research methodology, followed by a description of the short-term study abroad program under investigation. Finally, I present the findings of the research and the implications on what the data suggest about the nature of adult learning and communities of practice in study abroad experiences. Theoretical Framework and Literature Review Situated cognition frames this study (Lave & Wenger, 1991; Wenger, 1998). Situated cognition is based on Vygotsky's (1978) social learning theory, which offers a way of understanding human decision-making and action through a sociocultural perspective. This perspective proposes that we construct knowledge both individually and together with those in the world in which we live. …

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