Participants' Narratives of the Fulbright FLTA Program on their Intercultural and Professional Experience

• Main Authors: Angela Patricia Velásquez-Hoyos (Author), Lizeth Andrea Martínez-Burgos (Author)
• Format: Book
• Published: Asociación Colombiana de Profesores de Ingles, 2023-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 0120-5927; 10.19183/how.30.2.737
• Keywords: english as a foreign language teachers; language immersion; intercultural awareness; professional development; exchange programs; Education; L; Theory and practice of education; LB5-3640; English language; PE1-3729
• Source: HOW, Vol 30, Iss 2, Pp 13-31 (2023)

This paper reports the results of a narrative inquiry study on exchange programs, intercultural awareness, and professional development in eight former participants of the Fulbright Foreign Language Teaching Assistant -FLTA- program. This study used written narratives to collect data from eight participants of the FLTA scholarship program who belonged to the cohort 2017-2018. The results of this study showed that after being a FLTA, participants improved their English language skills; they became more aware of their teaching practices by implementing and adapting different teaching methodologies, they experienced cross-cultural interaction, and understood better cultural differences which really fostered their personal and professional development as English language teachers in their home countries.