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Language Teaching Strategies: Five Countries Compared Through Study Abroad

Language Teaching Strategies: Five Countries Compared Through Study Abroad

Gilda Martinez-Alba (Towson University, USA) and Judith Cruzado-Guerrero (Towson University, USA)
Copyright: © 2016 |Pages: 16
DOI: 10.4018/978-1-4666-9672-3.ch011
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Abstract

This chapter provides tips for leading a study abroad course from professors who taught a course focused on instruction and assessment for Second Language Learners to American teachers studying abroad. The author shares information from four, two-week study abroad programs that embedded participation in the International Reading Association's, currently known as the International Literacy Association, World Congress or European Conference in the study abroad course experience. Seeing different cultures and experiencing second language instruction firsthand added depth to the course discussions. This chapter will provide readers with information about what the instructors learned over the progression of the four courses, including tips about language strategy activities to use on trips abroad.
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Main Focus Of The Chapter

Language teaching strategies covered in the study abroad course come from the text Reading, Writing, and Learning in ESL: A Resource Book for K - 12 English Learners (Peregoy & Boyle, 2013) and from numerous websites posted on the course management site powered by Blackboard. In summary, they included the importance of establishing rapport, using visuals, asking questions while reading aloud to students, using technology, and teaching idioms. A concise synopsis of these strategies is provided next to show what is covered in the course and to then compare information from the reading to what was observed in the language classrooms abroad. The sections that follow outline the course assignments, the field trips provided, and the rubrics used in the course in an effort to provide an example of how a study abroad can be formatted and to provide readers with practical methods that they can make their own. The chapter ends by discussing the issues, potential solutions, and future research directions suggested by the authors of this chapter.

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