'To improve language, you have to mix': teachers' perceptions of language learning in an overseas immersion environment
Roskvist, A., Harvey, S., Corder, D., & Stacey, K. (2014). 'To improve language, you have to mix': teachers' perceptions of language learning in an overseas immersion environment. The Language Learning Journal, 42(3): 321-333.
This article examines the effects of in-country immersion programmes for language teachers from New Zealand with particular focus on their language proficiency. Using qualitative and quantitative analyses of participants' views, the study found that the programmes had a positive effect on participants' linguistic development, attributed largely to authentic interaction opportunities and language immersion. The article suggests the need to expand interaction opportunities (in the target language) to maximise the language benefits of in-country immersion.
The sustainable impact of a short comparative teaching placement abroad on primary school language teachers' professional, linguistic and cultural skills
Driscoll, P., Rowe, J. E., & Thomae, M. (2014). The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills. The Language Learning Journal, 42(3): 307-320.
This article investigates the long-term effects of a four-week overseas teaching placement programme for pre-service primary school teachers from the UK. While previous studies have confirmed the positive, short-term effects of this language programme, the article presents evidence of sustained, longer-term impact on participants' professional capacity and linguistic and cultural skills. It concludes that overseas placement experiences for pre-service teachers can trigger transformative learning processes and develop teacher’s confidence and practice long after initial participation.