Heather W. Allen

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students' Motives and Goals

This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the context of learning during SA wherein context is emergent from individuals’ language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA.

Foreign Language Teaching Assistant Professional Development: Challenges and Strategies in Meeting the 2007 MLA Report’s Calls for Change

This chapter critiques the 2007 Modern Language Association Report for failing to address the consequences of integrating the teaching of language, literature, and culture for the socialization and professionalization of foreign language graduate students. In light of these omissions, the author purposes three steps necessary to meet the Report’s calls for change in collegiate foreign language education: (1) focusing on the immediate and long-term needs of graduate students to prepare them as teachers of language, literature and culture, (2) rethinking how theory-practice connections are made to maximize teacher learning, (3) developing coherent concepts of teaching and learning as the core of the graduate student curriculum.