Is a short-term sojourn abroad just a "short" sojourn? A study for an integrative learning network implementation in "secondary-type" short-term mobility situations
| Project/Area Number |
22K00768
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Osaka Metropolitan University |
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Principal Investigator |
PUNGIER M.ーF. 大阪公立大学, 国際基幹教育機構, 教授 (30316020)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2024: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2023: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2022: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | Short-terme Study Abroad / missions / short-term sojourn / learnings abroad / integrative network |
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| Outline of Research at the Start |
In this study, we demonstrate that the short-term abroad mobility format (maximum three weeks stay) for
non-specialist students learning a language other than English is not a simple temporal reduction of a long sojourn. It is a sojourn with its specific educational, human characteristics and its specific purposes (to give the desire for a long stay). In these contexts, learnings should be understood globally as "learnings in a short-term mobility situation".
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| Outline of Annual Research Achievements |
The initial results of the research are as follows:
Theoretical results: no international consensus on the definition of "short-term" study abroad: STSA refers to an infinite number of lengths of stay. The teachers' point of view of the content and objectives of the stay favored; tendency to make the short stay a reduction of a long stay. Teachers tend to note that STSA is insufficient to develop new language or intercultural skills, so the stay is often accompanied by a preparatory course during a semester and sometimes also by a post-stay course. Thus, STSA is only a parenthesis in a "normal" curriculum. Moreover, STSA becomes a period of hyper control on the part of the teachers.
* practical results: Setting up preparation sessions (4 times) before the departure to make the city of Tours, its region, and Paris real before the stay in France ; Implementation of the missions and experimentation on two cohorts of 5 students each; reports from the students in Japanese and French which are accessible through two networks Padlet and Facebook group.The missions are divided into two parts: those of the first week and those of the 2nd and 3rd weeks. Missions are "a la carte".The objectives of the missions of week 1 seem to be fulfilled (first discursive analysis of the interviews with students of both cohorts). New extra-curricular contacts were made to reinforce the students' anchorage in the local society.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The first year of research brought encouraging initial results both on a theoretical level (the impossibility of defining short stays by duration, content, or objectives, but rather as a place of social control "carried" by the teaching staff) and on a practical level (implementation of missions responding to unexpressed student needs, development of a network of local actors-relay, ...).
It is mainly in the practical domain that new problems, which we had not anticipated, need to be solved. If the integration of students into the local environment is proven for the first week according to the first data analysis, participation in mandatory missions is facilitated by our presence on-site.
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| Strategy for Future Research Activity |
The second year should allow us to finalize our theoretical approach to short-term mobility but also to continue developing on-site missions (week 1 missions and week 2 and 3 missions) to strengthen the local inclusive dimension. Thus, we will once again collect data from participants.
Here are three problems that we need to think about and try to find a solution for:
1. how to encourage students to get more involved in the missions of weeks 2 and 3?
2. how to improve the degree of variation in the themes chosen for the reports (over-representation of moments centered on food)?
3. how to sustain the experience of missions without the presence of an organizer?
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Report
(1 results)
Research Products
(5 results)
