Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT
Issued Date
2022-01-01
Resource Type
ISSN
02188791
eISSN
17426855
Scopus ID
2-s2.0-85133539213
Journal Title
Asia Pacific Journal of Education
Rights Holder(s)
SCOPUS
Bibliographic Citation
Asia Pacific Journal of Education (2022)
Suggested Citation
Baker W., Boonsuk Y., Ra J.J., Sangiamchit C., Snodin N. Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT. Asia Pacific Journal of Education (2022). doi:10.1080/02188791.2022.2096569 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/87033
Title
Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT
Author(s)
Other Contributor(s)
Abstract
Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparation and support for study abroad (SA) and internationalization in English medium education (EME), but has also been slow to incorporate intercultural education and intercultural citizenship. Hence, this study aimed to describe how Thai SA students developed a sense of intercultural citizenship during SA experiences with international HE programmes in Anglophone countries and identify roles ELT in facilitating the preparation for their subsequent SA programmes. Data were collected from semi-structured interviews (n = 14) conducted with students from three Thai universities who had experienced EME overseas education. From qualitative content analysis, findings revealed a range of understandings and responses to intercultural citizenship, English learning, language utilization, and the SA experiences. In addition, a mismatch was identified between ELT preparation and support efforts compared to the multilingual and multicultural reality of international HE.