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168 <strong>Dimension</strong> 2016 • What are some advantages of living in Central America? • What are some advantages of living in your current town? • What are some disadvantages of living in Central America? • What are some disadvantages of living in your current town? • What is the best type of home in your opinion? Why? • What are some similarities in between a home in Central America and a home in your current town? Think about the types of homes, the price of homes, and the characteristics of the homes. • What are some differences in between a home in Central America and a home in your current town? Think about the types of homes, the price of homes, and the characteristics of the homes. • Why (or why not) should your friend move to Central America?
9 Investigating Products, Practices, Perspectives in a Simulated Moving Abroad Project Sabine Smith Kennesaw State University Abstract This classroom action research explores discipline-based inquiry and learner assessment of intercultural competence in a simulated “Moving Abroad” project that is part of an undergraduate English-language survey class required of all world language majors and minors at a large public university in the Southeast. The project tasks students to adapt the ACFTL Three Ps framework (Products, Practices, and Perspectives) through simulated intercultural encounters. The study seeks to assess the ways in which the project generates evidence of learners’ development of intercultural competence and how participants perceive the project as meaningful. Data in the form of 124 student documents were collected and analyzed over four semesters in a mixed-methods approach. Preliminary findings describe the project’s merits, acknowledge the study’s limitations, and make recommendations for future practice and research. Key words: Culture Standards; Products, Practices, Perspectives; Intercultural Competence Introduction This contribution is based on classroom-based inquiry and course design in an English-language survey course called World Languages and Cultures (WLC) that is required for all degree-seeking students with a major in the department of Foreign Languages at a large Southeastern university. The study is part of an ongoing focus on ways in which discipline-based inquiry may foster learners’ development of intercultural competence. It builds on findings from previous research that investigated the integration of intercultural competence as a dimension of language classes offered in a department of Foreign Languages at the levels of undergraduate courses and programs (Smith, 2014; Smith, 2015; Smith & Bley, 2012; Terantino et. al., 2013). Specifically, this study investigates a Moving Abroad project in the WLC course which, as the mid-term assessment, forms an integral component of the course requirements. This project entails student-centered research in which learners explore a foreign culture in intentionally structured ways (see Appendix A: Moving Abroad Project) and then present their findings in written documentation and oral presentations. Guidelines for the Moving Abroad project are derived from a Standards-based approach to exploring culture informed by the World-Readiness Cultures Standards (National Standards Collaborative Board, 2015). One of the key concepts in the
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