Abstract
This paper reports on changes in intercultural literacy of participants involved in a month-long Fulbright-Hays Group Projects Abroad Program (GPA) to Indonesia. The Fulbright-Hays GPA is a U.S. Department of Education program that provides institutional grants to support overseas experience and opportunities for curriculum development for teachers, students, and faculty engaged in a common endeavor. Participants included in this study are comprised of both K-12 teachers from North Carolina public schools and graduate-level teacher education majors. Before and after the overseas program, each participant completed a self-assessment of intercultural literacy, which measures competencies, understandings, attitudes, language proficiencies, participation, and identities that have been identified as being necessary for successful living and working in a cross-cultural environment. This paper includes the results of the assessment survey, as well as a discussion of changes in intercultural literacy of eight participants related to the dimensions of language and participation. Lastly, the participants’ comments on the value of overseas program activities are presented, related to the dimensions of intercultural literacy.
Presenters
Paul R. WallaceProfessor, Department of Leadership and Educational Studies, Appalachian State University, North Carolina, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Intercultural Literacy, Multicultural, Fulbright-Hays, International Education, Group Abroad Program, Language
