(RSCH 201) AA Humanities Assignment

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Liberty University *

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Arts Humanities

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Apr 3, 2024

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Rhyne 1 Brookelynn Rhyne Professor Marsh RSCH 201-D27 December 6, 2021 Article Analysis: Humanities Assignment The purpose of this article was to communicate through personal experience the effectiveness that international study has on the individual. Along with the continued commitment of when researching multicultural education and second language acquisition. Garbati and Rothschild’s thesis was to review existing studies to then combat the question of whether “collaborative autoethnography or ‘the study of self collectivity’ approach” would be satisfactory for an empirical approach to the area of study (Garbati, Rothschild ). They based their research on previous areas of focus such as, language, identity construction, and motivation. Because of previous findings, the authors wanted to dive deeper. Their goal was to represent the lasting impact that studying abroad has on the participants. The form of research the investigators used was very much qualitative rather than quantitative. This is known because they way they decide to perform their study. They reviewed the reflections of two individuals that participated in studies abroad. Not only that, they both remain in multicultural education and second language acquisition. The research design outlined by Hark (2019), that was employed was ethnography. Which can be defined as “the study of people in their own environment through the use of methods such as participant observation and face-to-face interviewing” (“What is Ethnographic Research?”). This was determined again by the research process. Garbati and Rothsc hild suggested that four main thematic areas became

Rhyne 2 apparent during the process which were as follows: “ language and culture, academic context, identity, and the sustainability of experiences” (2016). They used reflexive memos and e-mails as their data, to then compare the two experiences relative to their hypothesis. The research began with two participants who experienced yearlong stays in France during their third year at University. Although they both had different motives for wanting to travel to France, they were certain that were both interested in the opportunity as young adults. Followed by many years after the trips, they both pursued French education, and learning French as a second language. Even though their experiences seem to prove very similar, they didn’t meet until years after due to a online graduate course. T he authors expressed that, “In this research, we reflect on our study abroad experiences to determine the indirect and direct impacts that these experiences have had on our professional journeys” (Garbati and Rothschild). Following the research, the authors concluded that the four themes found in the process were helpful in addressing their research question. In addition, they found them to provide insight into the role that international study played in their personal and professional lives. Through the analyzation of their individual narratives by way of thematic coding, they then were ready to meet and compare their individual findings, and see whether or not they correlated with one another. After their meeting is when the four themes emerged, and they could then relay the research that would either prove or disprove their hypothesis. In the area of language and culture, they both began their journey with an interest improving their French proficiency. While they both had a foundational knowledge of the language and culture credited to their primary school education, they both addressed the fact there is always room for improvement. Both participants doubted their French abilities, knowing that they could get by in France, but they were not highly confident in their skills. They report ed,

Rhyne 3 “Our perceptions of our French skills seemed to improve the longer we were in France” (Garbati and Rothschild). One of the participants also made note that her informal use of the language also improved, and that during her stay when speaking, she would always do so in French, unless interacting with an English speaking person. Furthermore, in the terms of cultural knowledge the two stated, “we each felt that we became residents, rather than temporary visitors” (Garbati and Rothschild). By consensus it was apparent that they both were invested in being immersed more into the culture and learning as much as they could. When discussing the theme of academics, they found their experiences to be different. The participants explored the different areas in why their experiences could have varied such as, the professors, the courses, or the grading scale, and what they found that could have possibly been the underlying factor was the professors. One explained in an e-mail, ‘"The professors seem nice, they are all pretty funny which makes things more relaxed." At the same time, she noted, "The professors did not really do much to help us socialize."’ She followed with expressing that the lack of personal interaction from her profess ors did not take away from her academic experience. However, her co-participant did share that she felt her time was enhanced because of her educator’s devotion to her students. Finally, they said, “We acknowledge the course systems we experienced in France were different for each of us, so our different experiences with our professors may have reflected this” (Garbati and Rothschild). Moreover, in the subject of identity formation, the studies showed that, “[the] narratives revealed growth in independence, development of courage, and demonstration of pride” (Garbati and Rothschild). Again, despite parts of their experiences varying, evidence showed that they both developed new skills and individualistic traits by spending a years time in France.

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