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Frontiers: The Interdisciplinary Journal of Study Abroad, v19 p27-45 Fall-Win 2010

Among the responsibilities of international educators is to help students begin the process of identifying the foreign in their new environments in order to learn from it. The major obstacle for Americans studying abroad in developed economies, especially in English-speaking countries, is to become sensitive to the subtleties of foreignness. The purpose of this essay is to highlight how an English-speaking country with a developed, open, globalized economy in Western Europe--in this case, Ireland--can be used to teach American undergraduates how to identify, appreciate, and learn from the foreignness they inevitably encounter when they travel beyond the boundaries of the United States. American students must leave behind the mindset of a superpower and become sensitive to the strategies that a small, relatively powerless nation must adapt in order to survive and thrive economically, politically, and militarily in the community of nations. They can participate in a society and culture where both the spoken and written word wields real power and where storytellers, writers and poets are venerated. They enter an ancient culture that has maintained a remarkable continuity for millennia despite significant linguistic, political and social disruptions; that has suffered the loss of a language and its literature; that has been subjugated by a powerful neighbor and recovered its independence; that for centuries has had its population dispersed worldwide and yet retained a sense of identity. (Contains 7 endnotes.)

Descriptors: Speech Communication, Foreign Countries, Developed Nations, Study Abroad, International Education, English, Undergraduate Students, Cultural Awareness, Story Telling, Poets, Authors, Foreign Policy, History, Social Change

Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com

Autor: Ireland, Colin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1391&id=EJ936395

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