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Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1987. / Bibliography: 305-312. / xii, 312 leaves bound 29 cm

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Mito, Susanna K. A. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 211-226). / Abstracts in English and Chinese; appendix also in Japanese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.v / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xix / ACRONYMS --- p.xx / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background to this Study --- p.1 / Chapter 1.2 --- Purpose of this Study --- p.2 / Chapter 1.3 --- Research Questions --- p.3 / Chapter 1.4 --- Significance of this Study --- p.4 / Chapter 1.5 --- Organization --- p.5 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.7 / Chapter 2.1.1 --- Terminology --- p.7 / Chapter 2.1.1.1 --- Study Abroad --- p.7 / Chapter 2.1.1.2 --- Program Duration --- p.8 / Chapter 2.2 --- Overview of Study Abroad Literature --- p.8 / Chapter 2.2.1 --- Product-Orientated Studies of Language and Intercultural Learning --- p.9 / Chapter 2.2.2 --- Process-Orientated Studies of Language and Intercultural Learning --- p.11 / Chapter 2.3 --- Intercultural Communicative Competence --- p.16 / Chapter 2.3.1 --- Byram's (1997) Model of Intercultural Communicative Competence --- p.21 / Chapter 2.4 --- Individual Differences and Study Abroad --- p.27 / Chapter 2.4.1 --- Attitude --- p.28 / Chapter 2.4.2 --- "Motivation, Investment and Language Learning" --- p.31 / Chapter 2.4.3 --- Willingness to Communicate (WTC) --- p.33 / Chapter 2.4.4 --- Language Anxiety --- p.35 / Chapter 2.4.5 --- Self-Efficacy --- p.36 / Chapter 2.4.6 --- "Ecology, Linguistic/Cultural Affordances and Agency" --- p.37 / Chapter 2.4.7 --- Culture Shock and Adjustment --- p.39 / Chapter 2.5 --- Summary --- p.44 / Chapter CHAPTER 3 --- STUDY ABROAD PROGRAM OVERVIEW AND RESEARCH METHODOLOGY / Chapter 3.1 --- Introduction --- p.46 / Chapter 3.2 --- Part One: Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1 --- Overview of the Micro-term Study Abroad Program --- p.46 / Chapter 3.2.1.1. --- Program Aims --- p.46 / Chapter 3.2.1.2 --- Home Institution --- p.47 / Chapter 3.2.1.2.1 --- Background --- p.47 / Chapter 3.2.1.2.2 --- International Course --- p.47 / Chapter 3.2.1.3 --- Host Institution --- p.48 / Chapter 3.2.1.3.1 --- Background --- p.48 / Chapter 3.2.1.3.2 --- Homestay Family Selection Process --- p.48 / Chapter 3.2.1.3.3 --- The Buddy System --- p.49 / Chapter 3.2.2 --- Program Components --- p.49 / Chapter 3.2.2.1 --- Pre-Sojourn --- p.49 / Chapter 3.2.2.1.1 --- Pre-Sojourn Preparation --- p.49 / Chapter 3.2.2.1.1.1. --- Pre-Sojourn Recruitment --- p.50 / Chapter 3.2.2.1.2 --- Orientation Materials --- p.51 / Chapter 3.2.2.1.3 --- Orientation Procedures --- p.53 / Chapter 3.2.2.1.3.1 --- Cultural Exchange Preparation --- p.53 / Chapter 3.2.2.1.3.2 --- Comparative Study --- p.53 / Chapter 3.2.2.1.3.3 --- Goal Setting --- p.54 / Chapter 3.2.2.1.3.4 --- Linguistic Preparation --- p.54 / Chapter 3.2.2.2 --- Sojourn --- p.54 / Chapter 3.2.2.3 --- Post-Sojourn --- p.55 / Chapter 3.3 --- Part Two: Investigation of the Micro-term Study Abroad Program --- p.55 / Chapter 3.3.1 --- Research Design --- p.55 / Chapter 3.3.2 --- The Researcher --- p.56 / Chapter 3.3.3 --- Pilot Study --- p.57 / Chapter 3.3.3.1 --- Aims --- p.57 / Chapter 3.3.3.2 --- Instrument Testing --- p.57 / Chapter 3.3.3.3 --- Data Processing and Analysis --- p.58 / Chapter 3.3.3.4 --- Findings --- p.59 / Chapter 3.3.3.5 --- Lessons Learned --- p.60 / Chapter 3.3.4 --- Main Study --- p.61 / Chapter 3.3.4.1 --- Stakeholders --- p.61 / Chapter 3.3.4.1.1 --- Home Institution --- p.61 / Chapter 3.3.4.1.1.1 --- Ms Mori --- p.61 / Chapter 3.3.4.1.1.2 --- Mr Fujimori --- p.62 / Chapter 3.3.4.1.1.3 --- Japan Travel Bureau (JTB) --- p.62 / Chapter 3.3.4.1.2 --- Host Institution --- p.63 / Chapter 3.3.4.1.2.1 --- Ms Ross --- p.63 / Chapter 3.3.4.1.2.2 --- Mrs Farmer --- p.63 / Chapter 3.3.4.1.2.3 --- Mr Cressing --- p.64 / Chapter 3.3.4.1.2.4 --- Mr French --- p.64 / Chapter 3.3.4.1.3 --- Host Family Profiles --- p.64 / Chapter 3.3.4.2 --- Data Collection --- p.66 / Chapter 3.3.4.2.1 --- Questionnaires --- p.67 / Chapter 3.3.4.2.2 --- Interviews --- p.70 / Chapter 3.3.4.2.3 --- Journals --- p.71 / Chapter 3.3.4.2.4 --- Observation and Field Notes --- p.72 / Chapter 3.3.4.3 --- Triangulation of Data --- p.73 / Chapter 3.3.4.4 --- Time Frame and Data Collection --- p.73 / Chapter 3.3.4.5 --- Data Processing and Analysis --- p.75 / Chapter 3.3.4.6 --- Participants --- p.76 / Chapter 3.3.4.6.1 --- Selection Criteria for Four Case Participants --- p.76 / Chapter 3.3.4.6.2 --- Demographic and Language Background --- p.77 / Chapter 3.3.5 --- Validity and Reliability --- p.79 / Chapter 3.3.6 --- Ethics --- p.80 / Chapter 3.3.7 --- Limitations --- p.81 / Chapter 3.3.8 --- Summary --- p.83 / Chapter CHAPTER 4 --- STUDENT STORIES:HlROKO AND KENJI / Chapter 4.1 --- Introduction --- p.85 / Chapter 4.2 --- Hiroko's Journey --- p.85 / Chapter 4.2.1 --- Profile & Family Background --- p.85 / Chapter 4.2.2 --- Background in English --- p.86 / Chapter 4.3 --- Pre-Sojourn --- p.87 / Chapter 4.3.1 --- Concerns --- p.87 / Chapter 4.3.2 --- Sojourn Aims --- p.87 / Chapter 4.4 --- Sojourn --- p.88 / Chapter 4.4.1. --- Sabrina & the Host Family --- p.88 / Chapter 4.4.2 --- First Impressions --- p.88 / Chapter 4.4.3 --- Interaction with her Buddy..............................: --- p.90 / Chapter 4.4.4 --- School Recess Time --- p.91 / Chapter 4.4.5 --- Stomachaches --- p.91 / Chapter 4.4.6 --- Rejecting her Buddy --- p.92 / Chapter 4.4.7 --- Outpourings --- p.93 / Chapter 4.4.8 --- Different Styles of Mentoring --- p.94 / Chapter 4.4.9 --- Growing Calm --- p.95 / Chapter 4.4.10 --- A Good Ending --- p.96 / Chapter 4.5 --- Immediately Post-Sojourn --- p.96 / Chapter 4.6 --- Four Months Post-Sojourn --- p.98 / Chapter 4.7 --- Kenji's Journey --- p.100 / Chapter 4.7.1 --- Profile & Family Background --- p.100 / Chapter 4.7.2 --- Background in English --- p.102 / Chapter 4.8 --- Pre-Sojourn --- p.103 / Chapter 4.8.1 --- Concerns --- p.103 / Chapter 4.8.2 --- Sojourn Aims --- p.103 / Chapter 4.9 --- Sojourn --- p.104 / Chapter 4.9.1. --- Nancy & the Host Family --- p.104 / Chapter 4.9.2 --- Sudden Apprehension --- p.104 / Chapter 4.9.3 --- Feeling I11 --- p.106 / Chapter 4.9.4 --- Return to School following his Illness --- p.108 / Chapter 4.9.5 --- Inability to Connect with his Buddy --- p.108 / Chapter 4.9.6 --- Kenji´ةs Need for Company Satisfied --- p.110 / Chapter 4.9.7 --- Starting to Feel Part of the Family --- p.111 / Chapter 4.9.8 --- Program Participation --- p.112 / Chapter 4.9.9 --- Departure from the Australian School --- p.113 / Chapter 4.10 --- Immediately Post-Sojourn --- p.114 / Chapter 4.11 --- Four Months Post-Sojourn --- p.116 / Chapter 4.12 --- Summary --- p.118 / Chapter CHAPTER 5 --- STUDENT STORIES: CHIAKI AND YUMI / Chapter 5.1 --- Introduction --- p.119 / Chapter 5.2 --- Chiaki´ةs Journey --- p.119 / Chapter 5.2.1 --- Profile & Family Background --- p.119 / Chapter 5.2.2 --- Background in English --- p.120 / Chapter 5.3 --- Pre-Sojourn --- p.121 / Chapter 5.3.1 --- Concerns --- p.121 / Chapter 5.3.2 --- Sojourn Aims --- p.121 / Chapter 5.4 --- Sojourn --- p.122 / Chapter 5.4.1 --- David & the Host Family --- p.122 / Chapter 5.4.2 --- First Impressions --- p.123 / Chapter 5.4.3 --- “Enviable´ح --- p.123 / Chapter 5.4.4 --- A Full Homestay Program --- p.124 / Chapter 5.4.5 --- Easy Communication with her Buddy --- p.125 / Chapter 5.4.6 --- Lack of Agency --- p.126 / Chapter 5.4.7 --- New Perspectives on Gender Relations --- p.128 / Chapter 5.4.8 --- Deepening Buddy Friendship --- p.128 / Chapter 5.4.9 --- Departure from the Australian School --- p.129 / Chapter 5.5 --- Immediately Post-Sojourn --- p.130 / Chapter 5.6 --- Four Months Post-Sojourn --- p.132 / Chapter 5.7 --- Yumi´ةs Journey --- p.134 / Chapter 5.7.1 --- Profile & Family Background --- p.134 / Chapter 5.7.2 --- Background in English --- p.135 / Chapter 5.8 --- Pre-Sojourn --- p.136 / Chapter 5.8.1 --- Concerns --- p.136 / Chapter 5.8.2 --- Sojourn Aims --- p.136 / Chapter 5.9 --- Sojourn --- p.137 / Chapter 5.9.1 --- Joy & the Host Family --- p.137 / Chapter 5.9.2 --- First Impressions --- p.138 / Chapter 5.9.3 --- Feeling Rejected by her Hosts --- p.139 / Chapter 5.9.4 --- An Ethnocentric Lens --- p.140 / Chapter 5.9.5 --- The Role of the Japanese Group --- p.141 / Chapter 5.9.6 --- Host family Perspectives --- p.142 / Chapter 5.9.7 --- Breakdown and Mediation --- p.143 / Chapter 5.9.8 --- Identifying with her Group --- p.144 / Chapter 5.9.9 --- Departure from the Australian School --- p.146 / Chapter 5.10 --- Immediately Post-Sojourn --- p.146 / Chapter 5.11 --- Four Months Post-Sojourn --- p.147 / Chapter 5.12 --- Summary --- p.150 / Chapter CHAPTER 6 --- RESULTS AND DISCUSSION / Chapter 6.1 --- Introduction --- p.152 / Chapter 6.2 --- Guiding Question One --- p.152 / Chapter 6.2.1 --- Savoir etre --- p.152 / Chapter 6.2.2 --- Savoirs --- p.157 / Chapter 6.2.3 --- Savoir faire --- p.159 / Chapter 6.2.4 --- Savoir apprendre --- p.163 / Chapter 6.3 --- Guiding Question Two --- p.166 / Chapter 6.3.1 --- Personal Development --- p.166 / Chapter 6.3.2 --- Intercultural Development --- p.167 / Chapter 6.3.3 --- Linguistic Development --- p.169 / Chapter 6.4 --- Guiding Question Three --- p.170 / Chapter 6.4.1 --- The Japanese Home Institution --- p.170 / Chapter 6.4.2 --- The Australian Host Institution --- p.173 / Chapter 6.5 --- Guiding Question Four --- p.173 / Chapter 6.5.1 --- Yumi --- p.173 / Chapter 6.5.2 --- Hiroko --- p.175 / Chapter 6.5.3 --- Chiaki --- p.175 / Chapter 6.5.4 --- Kenji --- p.176 / Chapter 6.6 --- Summary of Findings --- p.178 / Chapter 6.7 --- Summary --- p.180 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Introduction --- p.182 / Chapter 7.2 --- Pedagogical Implications --- p.182 / Chapter 7.2.1 --- Pre-Sojourn --- p.183 / Chapter 7.2.1.1 --- Initial Stages and Procedures --- p.183 / Chapter 7.2.1.1.1 --- Needs Analysis --- p.183 / Chapter 7.2.1.1.2 --- Program Design --- p.184 / Chapter 7.2.1.1.3 --- Advance Planning and Communications --- p.186 / Chapter 7.2.1.2 --- Home Institution --- p.186 / Chapter 7.2.1.2.1 --- Pre-Sojourn Orientation --- p.187 / Chapter 7.2.1.2.2 --- Linguistic Preparation --- p.188 / Chapter 7.2.1.2.3 --- Intercultural Learning Preparation --- p.190 / Chapter 7.2.1.2.4 --- Intercultural Awareness Building --- p.191 / Chapter 7.2.1.2.5 --- Student Goals --- p.191 / Chapter 7.2.1.2.6 --- Cultural Exchange Preparation --- p.192 / Chapter 7.2.1.2.7 --- Access to Past Sojourners --- p.193 / Chapter 7.2.1.3 --- Host Institution --- p.193 / Chapter 7.2.1.3.1 --- Selection of Buddies and Peer-matching --- p.193 / Chapter 7.2.1.3.2 --- Orientation of Buddies --- p.194 / Chapter 7.2.1.3.3 --- Selection of Homestay Families --- p.195 / Chapter 7.2.1.3.4 --- Orientation of Homestay Families --- p.196 / Chapter 7.2.2 --- Sojourn --- p.198 / Chapter 7.2.2.1 --- Arrival Orientation --- p.198 / Chapter 7.2.2.2 --- Program Content --- p.198 / Chapter 7.2.2.3 --- Mid-Sojourn Debriefing --- p.199 / Chapter 7.2.2.4 --- Reflective Learning using Diaries --- p.200 / Chapter 7.2.2.5 --- Programmed Cultural Learning --- p.201 / Chapter 7.2.2.6 --- Activities with Buddies --- p.202 / Chapter 7.22.7 --- Support and Guidance throughout the Sojourn --- p.203 / Chapter 7.2.2.8 --- Closure --- p.204 / Chapter 7.2.3 --- Post-Sojourn --- p.204 / Chapter 7.2.3.1 --- Home Institution --- p.204 / Chapter 7.2.3.1.1 --- Reentry Shock --- p.204 / Chapter 7.2.3.1.2 --- Sojourner Debriefing --- p.205 / Chapter 7.2.3.2 --- Host Institution --- p.205 / Chapter 7.2.3.2.1 --- Buddy Debriefing --- p.205 / Chapter 7.3 --- Research Implications --- p.206 / Chapter 7.3.1 --- Limitations of this Study --- p.206 / Chapter 7.3.2 --- Suggestions for Further Study --- p.207 / Chapter 7.4 --- Summary --- p.209 / REFERENCES --- p.211 / APPENDIX A Stakeholder Interviews / Chapter A.1 --- Mr Oda (JTB) --- p.227 / Chapter A.2 --- Mr French --- p.228 / Chapter A.3 --- Mr Cressing --- p.229 / Chapter A.4 --- Mrs Farmer --- p.230 / APPENDIX B Pilot Study - Questionnaires (Japanese & English) / Chapter B.1 --- Pre-Study Abroad Language Contact Profile --- p.231 / Chapter B.2 --- Pre-Study Abroad Questionnaire - Students --- p.236 / Chapter B.3 --- Pre-Study Abroad Questionnaire - Teachers --- p.239 / Chapter B.4 --- Pre-Study Abroad Questionnaire - Parents --- p.241 / Chapter B.5 --- Adapted SES Survey 1 --- p.243 / Chapter B.6 --- Adapted SES Survey 2 --- p.247 / APPENDIX C Main Study - Questionnaires (Japanese & English) / Chapter C.1 --- Pre-Study Abroad Language Contact Profile - Students --- p.251 / Chapter C.2 --- Pre-Study Abroad Questionnaire for Students --- p.257 / Chapter C.3 --- Pre-Study Abroad Questionnaire for Parents --- p.261 / Chapter C.4 --- Pre-Study Abroad Questionnaire for Teachers --- p.265 / Chapter C.5 --- Adapted SES Survey 1 --- p.268 / Chapter C.6 --- Adapted SES Survey 2 --- p.272 / Chapter C.7 --- Homestay Family Questionnaire --- p.276 / Chapter C.8 --- Post-Study Abroad Language Contact Profile --- p.278 / Chapter C.9 --- Post-Study Abroad Questionnaire for Students --- p.282 / Chapter C.10 --- Post Study-Abroad Questionnaire for Parents --- p.286 / Chapter C.11 --- Post SA Questionnaire for Teachers --- p.289 / APPENDIX D Four Month Post-Sojourn Interviews (Semi-structured) / Chapter D.1 --- Group Interview Session --- p.291 / Chapter D.2 --- Individual Interview - Hiroko --- p.292 / Chapter D.3 --- Individual Interview - Kenji --- p.293 / Chapter D.4 --- Individual Interview - Chiaki --- p.294 / Chapter D.5 --- Individual Interview - Yumi --- p.295 / APPENDIX E Nisshi Diary (Japanese & English) --- p.296 / APPENDIX F Consent Form --- p.302

This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions.

The focus of this research is the learning of host families participating in the curricula of student exchange programs. The role of the host family is central to the exchange event, but hosting is often a problematic experience during which the host family faces may dilemmas. The research substantiates the relevance of family systems theory in relation to the host family and positions the host family in an intercultural context. Phenomenographic techniques are used to describe the different ways of experiencing a hosting event and to account for how these ways occur. The phenomenon of Hosting is described by the conception of Synergy. A Spectrum of Experience, rather than a hierarchy, is defined by the four components of :fit, responsibility, investment and learning. Host family dilemmas and discernment are related to prior experience of hosting and the Synergy between expectations and learning outcomes. Intercultural learning in a hosting event is identified as participants' understanding of themselves, the process of hosting, communication skills and an appreciation of cultural heritage. Host family expectations have an impact before, during and after the hosting event while realistic expectations recognise the potential for learning moments as well as the contribution that conflicts, confrontations and challenges make to learning and growth in an intercultural context. Best preparation and best practice for host family participation involves an understanding of experiential learning, training program design and strategies for ongoing support systems / Doctor of Philosophy (PhD)

No description available.

The purpose of this study was to measure the relationship between the motivation and learning outcomes of incoming exchange students at Queen’s University. The majority of research on study abroad programs measures the learning outcomes of U.S. students abroad in courses and programs designed exclusively for them. What is lacking is research on participants in exchange programs where incoming students study alongside, and are immersed in a similar living environment to, local students. The present study adds to the literature on study abroad by providing information about motivation and learning outcomes resulting from participating in an exchange. Using a pre-test/post-test research design, this study examines how both motivation and learning outcomes vary by gender, program of study, region of origin, duration of study and first language. The Study Abroad Goals Scale was used to measure motivation in the pre-test (n = 182) and the Global Perspectives Inventory (GPI) measured learning outcomes in both the pre- and post-test of incoming exchange students to Queen’s university in the 2009-2010 academic year (n = 98). Results indicate that the strongest motivation of the incoming exchange students was Cross-Cultural, followed by Academic and Personal/Social. Motivation differences were found in each independent variable except for gender indicating that motivation to study on exchange is not uniform among all participants. Findings from the measures of the GPI did not indicate any significant changes between the pre- and post-test. This suggests that participation in an exchange program does not necessarily lead to student development and that program administrators may need to implement proactive learning interventions to enhance the exchange experience for students. / Thesis (Master, Education) -- Queen's University, 2010-09-09 23:30:52.947

This thesis has been an investigation of the applicability of the middleman minority theory with reference to foreign students studying in the United States.Results of the study showed that the returning students generally corresponded with the criteria of the sojourners. Non-returning students however, did not fulfill all the conditions which apply to the middleman minority group residing in the host country. It was concluded that middleman minority is not a discrete category, but falls into the end of a continuum, which starts with the sojourners. In utilizing the middleman minority theory, two factors were excluded from the theory. These were that foreign students act as middleman between the elite and the masses in a society, and that they prefer to work in liquidable occupations.

Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000. / "Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.