Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Janine M. Allen
Date of Publication
Spring 5-21-2013
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education
Department
Educational Leadership and Policy
Language
English
Subjects
Language and languages -- Study and teaching (Higher), Immersion method (Language teaching), College students -- Attitudes, Transformative learning, International education
DOI
10.15760/etd.1034
Physical Description
1 online resource (viii, 157 pages)
Abstract
There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements.
The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research.
The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/9887
Recommended Citation
Godfrey, Kathleen Ann, "Global Learning Outcomes of a Domestic Foreign Language Immersion Program" (2013). Dissertations and Theses. Paper 1034.
https://doi.org/10.15760/etd.1034
Included in
First and Second Language Acquisition Commons, Higher Education Commons, Language and Literacy Education Commons