International Educator - May/June 2016 - 78

FORUM

four elements in the definition of global
competence.12
Nonetheless, although U.S. students
planning to study abroad are routinely advised to begin preparation well in advance,
with paperwork and even travel and cultural
issues routinely addressed, language skills
are generally not included.
Traditionally, U.S. students studied
abroad largely to perfect foreign language
skills. However, this is no longer the case,
as students from across the disciplines
routinely study abroad. As study abroad
destinations beyond Europe become more
popular among U.S. students, the language
barrier and the lack of cultural knowledge
will tend to increase in severity.
Knowledge of the target language and
culture needs to be explicitly included in
preparation for study abroad, through for-

credit, perhaps short-term classes, and other
assessment-friendly learning experiences so
that they may maximize their study abroad
experience.
Knowledge of a foreign language is an
unparalleled window on another culture.
While it is easy to imagine the advantages
of foreign language knowledge for a traveler
abroad, for an expat during an overseas assignment, or for a diplomat at the United
Nations, it is also essential to keep in mind
the importance of foreign language skills
for international students, for U.S. students
planning study abroad, and for all of us in
our globalized world and in our multicultural communities.
Not only is knowledge of one or more
foreign languages a window on other cultures, but foreign language skills are essential
in the global workplace.

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INTER N AT I ON A L ED U C ATOR
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California State University,
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California State University, Long Beach  .  .  .  .  .  .  .  .  . 11

NAFSA 2017 Call for Proposals  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71
NAFSA Adviser's Manual 360  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
NAFSA Education Abroad
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NAFSA e-Learning Seminars  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .44

Cambridge English Language Assessment .  .  .  .  .  . 3

NAFSA Management Development
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Capstone Vietnam .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 52

NAFSA Ron Moffat Seminar  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .65

Center for Study Abroad (CSA)  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .79
CEPA Europe  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .64

Tempus Public Foundation/
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Civitas Global Educational Services .  .  .  .  .  .  .  .  .  .  .  .54

The New School/Parsons Paris  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .59

College Year in Athens  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .68

NYU Global Programs  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .43

Compass Benefits Group  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15

Pearson  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .33

Cort Furniture  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 14

Stylus Publishing, LLC  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .29

ELS Educational Services  .  .  .  .  .  .  .  .  .  .  .  .  .back cover

Sunapsis/Indiana University .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51

ETS-TOEFL  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . inside front cover
ETS-GRE SS .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . inside back cover
Freie Universitat Berlin  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .54
Halladay Education Group Inc  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .69
IELTS USA  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .35

University of Auckland .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .53
University of Arizona Center for ESL .  .  .  .  .  .  .  .  .  .  .49
University of California, Santa Cruz  .  .  .  .  .  .  .  .  .  .  .  .45
University of Deusto  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .55

IES Abroad .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .23

University of Oregon/
Global Education Oregon  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 61

IES Abroad Internships  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41

University of South Florida  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .48

International Portfolio Review Forum LLC  .  .  .  . 60
Lesley University  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .55
Mary Immaculate College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 74
Nanyang Technological University  .  .  .  .  .  .  .  .  .  .  .  .  . 13
NACES  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 9

78  

| M AY + J U N E . 2 0 1 6

INTERNATIONAL EDUCATOR M AY + J U N E .16

UPCES/CERGE-EI  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 52
USAC: University
Studies Abroad Consortium .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .25
Zunzun Education Services/
Cuba Education Tours  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 27

According to the Occupational Outlook
Handbook, "employment of interpreters and
translators is projected to grow 46 percent
from 2012 to 2022, much faster than the average for all occupations. Employment growth
reflects increasing globalization and a more
diverse U.S. population, which is expected to
require more interpreters and translators." 13

Current Trends
and Future Directions
Collaborative partnerships are essential in
effecting the needed paradigm shift in attitude toward and achievement in foreign
languages in the United States, and these
include interdisciplinary partnerships
among foreign language and international
educators and campus partnerships among
faculty and staff who work with U.S. study
abroad students and international students
on our campuses. The "language enterprise"
partnership should be expanded to include
international educators and the private sector and government stakeholders whose
support is essential to international education. In addition, collaborative partnerships
in developing and supporting high-profile
international programs and events highlighting the importance of multilingualism,
as well as local programs, including immersion programs, to expand language skills
among students at all levels, are essential.
The issue facing foreign language educators, international educators, and university
administrators is multifaceted, but the most
important element is how best to collaborate to realize the synergistic effect of
empowering both U.S. students abroad and
international students in the United States
to maximize their study abroad experience,
and to develop a campus curriculum and environment that will provide the opportunity
for local students who do not study abroad
to develop the necessary intercultural skills.
This is an opportunity for foreign language and international educators to work
together to effect positive change. It is essential that study abroad, international
enrollment, and international student services professionals, as well as key staff on
campus, who welcome and provide needed



Table of Contents for the Digital Edition of International Educator - May/June 2016

Toward a Better World
Tech Abroad
The University of Virginia Seeks to Emulate Its Founder
Frontlines
In Brief
Global Spotlight
Education Abroad
Foreign Student Affairs
International Enrollment
View From Out Here
Forum
In Focus
International Educator - May/June 2016 - BB1
International Educator - May/June 2016 - BB2
International Educator - May/June 2016 - Cover1
International Educator - May/June 2016 - Cover2
International Educator - May/June 2016 - 1
International Educator - May/June 2016 - 2
International Educator - May/June 2016 - 3
International Educator - May/June 2016 - Frontlines
International Educator - May/June 2016 - 5
International Educator - May/June 2016 - 6
International Educator - May/June 2016 - 7
International Educator - May/June 2016 - In Brief
International Educator - May/June 2016 - 9
International Educator - May/June 2016 - 10
International Educator - May/June 2016 - 11
International Educator - May/June 2016 - 12
International Educator - May/June 2016 - 13
International Educator - May/June 2016 - 14
International Educator - May/June 2016 - 15
International Educator - May/June 2016 - Global Spotlight
International Educator - May/June 2016 - 17
International Educator - May/June 2016 - 18
International Educator - May/June 2016 - 19
International Educator - May/June 2016 - Toward a Better World
International Educator - May/June 2016 - 21
International Educator - May/June 2016 - 22
International Educator - May/June 2016 - 23
International Educator - May/June 2016 - 24
International Educator - May/June 2016 - 25
International Educator - May/June 2016 - 26
International Educator - May/June 2016 - 27
International Educator - May/June 2016 - 28
International Educator - May/June 2016 - 29
International Educator - May/June 2016 - 30
International Educator - May/June 2016 - 31
International Educator - May/June 2016 - 32
International Educator - May/June 2016 - 33
International Educator - May/June 2016 - 34
International Educator - May/June 2016 - 35
International Educator - May/June 2016 - Tech Abroad
International Educator - May/June 2016 - 37
International Educator - May/June 2016 - 38
International Educator - May/June 2016 - 39
International Educator - May/June 2016 - 40
International Educator - May/June 2016 - 41
International Educator - May/June 2016 - 42
International Educator - May/June 2016 - 43
International Educator - May/June 2016 - 44
International Educator - May/June 2016 - 45
International Educator - May/June 2016 - The University of Virginia Seeks to Emulate Its Founder
International Educator - May/June 2016 - 47
International Educator - May/June 2016 - 48
International Educator - May/June 2016 - 49
International Educator - May/June 2016 - 50
International Educator - May/June 2016 - 51
International Educator - May/June 2016 - 52
International Educator - May/June 2016 - 53
International Educator - May/June 2016 - 54
International Educator - May/June 2016 - 55
International Educator - May/June 2016 - Education Abroad
International Educator - May/June 2016 - 57
International Educator - May/June 2016 - 58
International Educator - May/June 2016 - 59
International Educator - May/June 2016 - 60
International Educator - May/June 2016 - 61
International Educator - May/June 2016 - Foreign Student Affairs
International Educator - May/June 2016 - 63
International Educator - May/June 2016 - 64
International Educator - May/June 2016 - 65
International Educator - May/June 2016 - International Enrollment
International Educator - May/June 2016 - 67
International Educator - May/June 2016 - 68
International Educator - May/June 2016 - 69
International Educator - May/June 2016 - 70
International Educator - May/June 2016 - 71
International Educator - May/June 2016 - View From Out Here
International Educator - May/June 2016 - 73
International Educator - May/June 2016 - 74
International Educator - May/June 2016 - 75
International Educator - May/June 2016 - Forum
International Educator - May/June 2016 - 77
International Educator - May/June 2016 - 78
International Educator - May/June 2016 - 79
International Educator - May/June 2016 - In Focus
International Educator - May/June 2016 - Cover3
International Educator - May/June 2016 - Cover4
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