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Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs
This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, nine students and eight faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning.
Suggested citationNina Lazarević. (2023). Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs. Intercultural Communication Education, 6(1), 1–18. https://doi.org/10.29140/ice.v6n1.1019
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