Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT
Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how internatio...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Other Authors: | |
| Format: | Article |
| Published: |
2022
|
| Subjects: | |
| Online Access: | https://repository.li.mahidol.ac.th/handle/123456789/75320 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Mahidol University |
| Summary: | Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparation and support for study abroad (SA) and internationalization in English medium education (EME), but has also been slow to incorporate intercultural education and intercultural citizenship. Hence, this study aimed to describe how Thai SA students developed a sense of intercultural citizenship during SA experiences with international HE programmes in Anglophone countries and identify roles ELT in facilitating the preparation for their subsequent SA programmes. Data were collected from semi-structured interviews (n = 14) conducted with students from three Thai universities who had experienced EME overseas education. From qualitative content analysis, findings revealed a range of understandings and responses to intercultural citizenship, English learning, language utilization, and the SA experiences. In addition, a mismatch was identified between ELT preparation and support efforts compared to the multilingual and multicultural reality of international HE. |
|---|