International Educator - January/February 2014 - 54

Historical Context
for the Third Narrative
By the close of the twentieth century, research and insights from a wide range of
academic disciplines and traditions-
anthropology, psychology, linguistics,
intercultural communications, experiential
and developmental learning theory, critical theory, emotional intelligence, physics,
cognitive biology, and neuroscience-are
bringing constructivist accounts of learning into prominence. David Kolb and
Experiential Learning Theory help bring
the terms "experiential," "developmental"
and "holistic" into increasingly common
usage. Educators in the United States and
abroad are developing education abroad
courses and programs that are intentionally designed to help learners develop
intercultural competence. Milton Bennett's
publication of the Developmental Model of
Intercultural Sensitivity and his and Mitchell Hammer's creation of the Intercultural
Development Inventory (IDI) provide a
developmental model and an empirical
instrument that allow educators to guide
their intercultural training of learners, and
to test the extent to which these interventions are effective.

Index

ADVERTISER'S
INTER N AT I ON A L ED U C ATOR | J A N + F E B . 2 0 1 4

INTERNATIONAL EDUCATOR J A N + F E B .1 4

Antioch University
New England � � � � � � � � � � � � � � � � � �43

54  

Ascension Benefits &
Insurance Solutions� � � � � � � � � � � � � �11
Association of International
Credential Evaluators (AICE) � � � � 13
Center for
Study Abroad (CSA) � � � � � � � � � � � 51
Cort Furniture � � � � � � � � � � � � � � � � � � 8

ETS-TOEFL � � � � � � inside front cover
ETS-GRE � � � � � � � � � � � � � � � � � � � � � � � 3
ETS-GRE � � � � � � � � inside back cover
Gateway WorldMed (Marsh)� � � � � �9
Harbour Group� � � � � � � � � � � � � � � � � �6
International Education Fairs
of Turkey (IEFT)� � � � � � � � � � � � � � � �55

CSULB-CCPE � � � � � � � � � � � � � � � � � �47

Nanyang
Technological University � � � � � � � � � 7

ELS Educational
Services � � � � � � � � � � � � � � � back cover

Northern Virginia
Community College � � � � � � � � � � � �25

THIRD NARRATIVE

Immersion, Meaning Making,
and Cultural Mentoring
Humans, not the environment, are the
principal agents of their own learning. A
learner creates, or "constructs," and with
other members of his or her several cultural groups co-constructs, the world in the
process of perceiving it. Learning does not
occur as the environment imprints itself on
the mind; it occurs as a continuing series
of transactions between the individual and
the environment. The meaning of an event
is not in the event itself, but in the humans
who perceive and act on it.
Learning is experiential and holistic.
What a learner "brings" to an event-habitual ways of perceiving and behaving that
have been informed by genetic makeup,
prior experience, and present needs-determine his or her cognitive, affective,
perceptual, and psychomotor capacities and
play a fundamental role in shaping his or her
experience of what is "out there."
Learning is developmental. When students learn, it is not because the unfamiliar
environment somehow imprints itself on
their minds but because they come to develop the intercultural competencies that

SHUTTERSTOCK

institutions they encounter in the objective and external world. They often find it
challenging, though, to deal effectively with
the differences they encounter in unfamiliar
cultures. When students study abroad, for
example, they often move about together
in groups, avoiding the sort of engagement
with the new and different that normally
and naturally leads to learning.
We can increase the likelihood that students will learn by structuring the learning
environment, implementing strategies designed to "immerse" them in differences
abroad. The most effective strategies include
housing them individually with host families, enrolling them in university courses
alongside host students, increasing their
involvement with host nationals through
"buddy" activities, increasing their second
language proficiency, and encouraging or
requiring them to participate in service learning or other forms of experiential learning.
We know that these immersion strategies are working as intended: When our
students return home from studying or
working abroad, they frequently report
that being abroad has "transformed" them
or "changed their lives." We should therefore
send as many students abroad as we can.



Table of Contents for the Digital Edition of International Educator - January/February 2014

International Educator - January/February 2014
Contents
From the Editors
In Brief
Storytelling— International Style
Puzzle Masters
Lone Star Looks Abroad
Education Abroad
Foreign Student Affairs
View From Out Here
Forum
In Focus
International Educator - January/February 2014 - International Educator - January/February 2014
International Educator - January/February 2014 - Cover2
International Educator - January/February 2014 - Contents
International Educator - January/February 2014 - From the Editors
International Educator - January/February 2014 - 3
International Educator - January/February 2014 - In Brief
International Educator - January/February 2014 - 5
International Educator - January/February 2014 - 6
International Educator - January/February 2014 - 7
International Educator - January/February 2014 - 8
International Educator - January/February 2014 - 9
International Educator - January/February 2014 - 10
International Educator - January/February 2014 - 11
International Educator - January/February 2014 - 12
International Educator - January/February 2014 - 13
International Educator - January/February 2014 - Storytelling— International Style
International Educator - January/February 2014 - 15
International Educator - January/February 2014 - 16
International Educator - January/February 2014 - 17
International Educator - January/February 2014 - 18
International Educator - January/February 2014 - 19
International Educator - January/February 2014 - 20
International Educator - January/February 2014 - 21
International Educator - January/February 2014 - 22
International Educator - January/February 2014 - 23
International Educator - January/February 2014 - 24
International Educator - January/February 2014 - 25
International Educator - January/February 2014 - Puzzle Masters
International Educator - January/February 2014 - 27
International Educator - January/February 2014 - 28
International Educator - January/February 2014 - 29
International Educator - January/February 2014 - 30
International Educator - January/February 2014 - 31
International Educator - January/February 2014 - Lone Star Looks Abroad
International Educator - January/February 2014 - 33
International Educator - January/February 2014 - 34
International Educator - January/February 2014 - 35
International Educator - January/February 2014 - 36
International Educator - January/February 2014 - 37
International Educator - January/February 2014 - 38
International Educator - January/February 2014 - 39
International Educator - January/February 2014 - Education Abroad
International Educator - January/February 2014 - 41
International Educator - January/February 2014 - 42
International Educator - January/February 2014 - 43
International Educator - January/February 2014 - Foreign Student Affairs
International Educator - January/February 2014 - 45
International Educator - January/February 2014 - 46
International Educator - January/February 2014 - 47
International Educator - January/February 2014 - View From Out Here
International Educator - January/February 2014 - 49
International Educator - January/February 2014 - 50
International Educator - January/February 2014 - 51
International Educator - January/February 2014 - Forum
International Educator - January/February 2014 - 53
International Educator - January/February 2014 - 54
International Educator - January/February 2014 - 55
International Educator - January/February 2014 - In Focus
International Educator - January/February 2014 - Cover3
International Educator - January/February 2014 - Cover4
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