Short-term study abroad programs can contribute to the multidimensional development of prospective language teachers. However, participants’ intercultural sensitivity orientations prior to the mobility period can significantly influence the quality and quantity of the outcomes gained from such programs. Therefore, in this qualitative case study, we explored the intercultural sensitivity orientations of a cohort of prospective language teachers from Turkey who prepared to study at three different universities in Italy. We also explored the participants’ perspectives regarding the potential contributions of short-term study abroad to their ongoing language teacher education processes. Following an interpretive analysis of qualitative data, our findings revealed that the participants aligned largely with ethnocentrism although there were individual differences concerning the levels of intercultural sensitivity. Their intercultural perspectives generally lacked complexity and reflected popular, unwarranted discourses surrounding study abroad. Based on these findings and discussions, we made several recommendations for further research and preparation of future participants.
Intercultural Sensitivity, Interculturality, Short-Term Study Abroad, International Exchange Programs, Language Teacher Education, Qualitative Case Study
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Recommended APA Citation
Çiftçi, E., & Gürbüz, N. (2019). Intercultural Sensitivity Orientations Prior to Short-Term Study Abroad: A Qualitative Study on Prospective English Language Teachers. The Qualitative Report, 24(6), 1319-1337. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss6/9
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