Recent Submissions

  • Awareness of racial diversity in interracial communication : the voice of supporters for social acceptance

    Nguyen, Anh Tuan
    The United States is becoming a more racially diverse society mainly due to demographics. By 2025, foreign-born citizens and ethnic native-born children will make up one third of the United States' population. In the higher education context, this demographic shift will offer significant opportunities and challenges in accommodating a multiracial learning environment. The question that arises is, how can universities respond to this social change, and how can they prepare to better adapt to racial diversity? One solution that presents itself is a more directed emphasis on effective communication skills in the interracial context and awareness of racial diversity to promote an inclusive environment where people from different backgrounds can thrive. The purpose of this qualitative research is to investigate how racial diversity is perceived at the University of Southern Indiana (USI), a comprehensive university in the Midwest. To understand how USI students conceptualize racial diversity, attention is given to their actual experiences and stories related to social acceptance on campus. Twelve students who identified themselves as members of the Living Learning Communities (LLCs) and Cultural Awareness Training class (CAT) voluntarily participated in the interviews with the researcher to share their opinions on racial diversity on campus. The findings of this study indicate the respondents consider racial diversity to be a global multicultural issue rather than a racial issue of inclusiveness. Furthermore, this study contributes to the literature on how universities can engage students in a racial diversity-based curriculum and interracial activities to raise their awareness of racial acceptance and social justice.
  • Benefits of global simulation in second language acquisition, intercultural development, and French study abroad programs

    Grubb, Lance Michael
    Through this three-part qualitative analysis, I explore the structure and benefits of Global Simulation (GS) from scholars around the world, explore how GS contributes to the development of second language acquisition, and assess how the benefits of GS contribute to the development of intercultural competence through study abroad (SA) programs. GS is a pedagogical technique that promotes intercultural competence and second language acquisition while having the advantage of enhancing a learner's study abroad experience. In this research, I explore the structure of GS as it was designed by Debyser (1996) and Yaiche (1996) and present examples of GSs that other scholars in the field of foreign language teaching (FLT). I explore first-hand accounts on the pedagogy and implementation of GS as shared by instructors from the Universite de Caen, France, as well as class observations that I conducted in order to gain a better understanding of GS. Finally, I discuss why GS should be implemented in SA programs and further research that could be conducted on the subject.
  • Re-entry experience : how does study abroad influence international students' linguistic and cultural identifies?

    Somé, Kountiala Jean de Dieu
    Functioning in a foreign language and culture involves the learning of new language skills and the acquisition of new cultural norms and values. Throughout this learning and acquisition process, there are losses and gains which end up modeling the linguistic and cultural identities of the language learner. Individuals immersed in a foreign language and culture acquire values from both their home and the foreign cultures. In the learning process, they develop a mixed identity which can be challenging in both home and host cultures. This phenomenological research explores the reverse cultural and linguistic experience of eleven international students who visited their home country after at least one-semester study in the United States of America. English is a second language or foreign language for all the participants. I strive to understand the reverse identity challenge those participants experienced during their home visit. Findings of this research will inform international students and advocates of exchange and international programs on some of the cultural and linguistic outcomes of studying abroad. My results will also contribute to the literature on acculturation, reverse culture, and second language acquisition.
  • Second language acquistion and identity shifts in immersion contexts

    Pre, Serge Pacome Yao
    The impact of second language acquisition is a key topic within sociolinguistics. Given the fact that language is part of culture and a non-static feature of identity, second language acquisition appears as an important factor of identity construction. Based on the premise that second language acquisition reshapes identity, evidence from daily experiences will support this claim and fill in the gaps of identify change. The developments of learning English in the United States in contrast to acquiring the English language in a non-English speaking country is significant because the immersion in the culture in addition to the language, introduces various cultural shifts. My thesis provides examples of cultural identity shifts through the lenses of seven cultural parameters as outlined by H. Douglas Brown; namely, dynamic relationships between language learning and reconsiderations of the learners' cultural traits when confronted with the values of the culture of the target language. It suggests that learning English in the United States is not simply a linguistic activity to improve the learner's quality of life, but it implies that the learner will adopt the cultural traits of the new environment.
  • Improvisation in second language acquisition from the observation of an advanced Japanese classroom

    Tsuchida, Miyuki
    Improvisational speech is one of the fundamental parts of human language. In the first language (L1), we create our own utterances spontaneously in every-day situations. By contrast, speaking a second language requires us to operate in a way that differs from our experiences speaking our mother tongue. It is imperative that language teachers consider those differences and the difficulties that students might encounter when they design a lesson. Therefore, a different approach for L2 teaching is expected in language classrooms. In March 2017, the Japanese Ministry of Education, Cultures, Sports, Science and Technology (Mext) announced a new course of study that emphasizes a major change in the former foreign language teaching guidelines by focusing on "improvisation" in class interactions. From the perspective of Second Language Acquisition (SLA) pedagogy, improvisation in small talks, discussion, and role-play can yield improvements in a student's learning process. There are methods that focus on improvisation in L2 teaching. Performed Culture Approach, which is designed for teaching East Asian languages, and focuses primarily on the spoken performance of students in particular contexts, is one of them. My aim is to find a method to enhance the application of improvisation in the language classroom. First, I will begin with a literature review that underscores the effectiveness of improvisation in language teaching. Next, I will present and analyze the data regarding the observation of advanced Japanese learners. Finally, I will conclude with suggestions for improving the efficacy of improvisational techniques in the classroom.