Outcomes of an interdisciplinary study abroad course: learning Spanish and multicultural education concurrently

Abstract

This study reports the outcomes of undergraduate students completing a pilot Interdisciplinary Intensive Course Abroad (IICA) with a service learning component. The IICA model is comprised of a three-part sequence of study that includes a seven-week course on campus, followed by three weeks of study abroad, and a summative seven-week course back on campus. The additional summative component gives students the opportunity to bring together their newly acquired knowledge and skills, and to reflect on how to integrate these experiences in their future. The sequence integrates discipline-specific content studies with foreign language classes, and grounds them with a study abroad experience. A mixed-method design was used to measure students’ development of language skills, understanding of multicultural education concepts, and intercultural skills. Primary data sources were pre/post-assessments, student field notes and reflections, and a post-course survey. Results indicated that students gained confidence in their Spanish skills and were likely to enroll in further Spanish courses, their ability to define multicultural education concepts increased, and service learning, homestays abroad, and their time in an indigenous reservation contributed to development of intercultural skills.

Este estudio presenta los resultados obtenidos por estudiantes universitarios matriculados en un Curso en el Extranjero Interdisciplinario e Intensivo, con un componente de aprendizaje a través del servicio a la comunidad. El modelo del curso es único puesto que está compuesto por tres partes: La secuencia incluye siete semanas de estudio en una universidad de Estados Unidos (EE.UU.), seguidas por tres semanas intensivas en el extranjero y terminando con siete semanas de vuelta en la universidad de EE.UU. Las últimas siete semanas les dan a los estudiantes la oportunidad de asimilar la información adquirida en el extranjero y de reflexionar en cómo incluirla en su experiencia futura. La secuencia integra contenido específico a una disciplina al estudio de una lengua extranjera, y los refuerza con una experiencia en el extranjero. Este estudio utilizó un método mixto de análisis para medir el desarrollo de habilidad lingüística de los estudiantes, su comprensión de conceptos referentes a la educación multicultural y sus destrezas interculturales. Las fuentes de información primaria fueron: evaluación previa y posterior al curso, reflexiones y notas de campo de los estudiantes y una encuesta una vez finalizado el curso. Los resultados indican que los estudiantes adquirieron confianza en su habilidad en español, se matricularon en más cursos en español a su vuelta del viaje y mejoraron en el campo de educación multicultural. Los resultados también indican que el componente de aprendizaje a través del servicio a la comunidad, las estadías con familias en el extranjero, y el tiempo en la reserva indígena contribuyeron al desarrollo de las destrezas interculturales de los estudiantes.

Keywords:

• interdisciplinary
• intensive study abroad
• service learning
• Spanish
• intercultural education
• Costa Rica

Notes

1. Translation: Oppression is when a group of people that are higher than another group of people (in the economy) use their power to stay in control. Whether that is because they have more money or more political power.

2. Translation: Cultural awareness is what we will try to have after this class. To have cultural awareness we need to get rid of all oppression and replace it with equality and understanding of how and why another culture works as it does.

3. Translation: I already know that cultural awareness is something very similar to multiculturality. It is something that you need to work very hard onto have. It is the opposite of ignorance. It is to know how you can be without conflict with others when you are in a different culture.

4. Note: M refers to the mean.