Getting Engaged in Paris: Exploiting Writing to Learn in Short-Term Study Abroad

The intensive nature of a January-term course and the experience of being in a distracting foreign environment can create obstacles to students' assimilation of course content, in addition to the challenges inherent in any French civilization course. This article discusses howWriting to Learn w...

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Bibliographic Details
Published in:The French review 2018-10, Vol.92 (1), p.127-142
Main Author: Lohse, Stephanie K
Format: Article
Language:English
Subjects:
Civilization
Cognition
Community Relations
Comprehension
Course Content
Course Descriptions
Cultural Differences
Cultural Pluralism
Culture
Expressive Language
Feminism
Group Dynamics
Independent Study
Language
Language of Instruction
Learning
Learning Processes
Meetings
Multiculturalism & pluralism
National identity
Nationalism
Prior Learning
Semiotics
Sense of Community
Society
Students
Study abroad
Writing
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Description
Summary:The intensive nature of a January-term course and the experience of being in a distracting foreign environment can create obstacles to students' assimilation of course content, in addition to the challenges inherent in any French civilization course. This article discusses howWriting to Learn was implemented in a three-week French civilization course in Paris to maximize student engagement with the course material. By facilitating their comprehension of course readings, preparation for group meetings, engagement with artifacts during site visits, and post-visit reflection, WTL proved effective in supporting student learning as they engaged in cognitive processes of varying complexity.
ISSN:0016-111X
2329-7131
2329-7131
DOI:10.1353/tfr.2018.0098