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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 3:2 (2018) ► pp.275–309

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Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience

 | University of British Columbia
 | University of British Columbia
 | Simon Fraser University
Published online: 12 October 2018
DOI logo with link
https://doi.org/10.1075/sar.16022.bou
Abstract
Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using (2009). The SAGE handbook of intercultural competence. Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Theoretical framework
  • 4.The study
    • 4.1Recruitment and selection of participants
    • 4.2Preparation of participants and context
    • 4.3Focal participants’ profiles
  • 5.Research design
  • 6.Findings
    • 6.1Intercultural competence development
      • 6.1.1Attitudes
      • 6.1.2Knowledge and comprehension
      • 6.1.3Skills
      • 6.1.4Outcomes
    • 6.2Professional language teacher identity and sense of legitimacy
  • 7.Discussion
  • 8.Conclusion and implications for future research and program design
  • Notes
  • References
References (67)
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