DOCSLIB.ORG

Homestay Handbook Please Print This Page and Post on Your Fridge

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Homestay Handbook Please Print This Page and Post on Your Fridge School District #8 (Kootenay Lake) International Program Homestay Handbook https://docs.google.com/document/d/e/2PACX-1vQNqhFOLAEal69iB15DzZoWRaPFisUr mv-6ioQt9MA6cYycUs6NUX1WB_v7gXH8nWFhlbyy9sXyGmL_/pub Table of Contents INTERNATIONAL PROGRAM STAFF CONTACT INFORMATION 2 SCHOOL CONTACT INFORMATION 2 HOST FAMILY GENERAL INFORMATION 3 WHY INTERNATIONAL STUDENTS COME TO BC 3 REASONS CANADIANS PROVIDE HOMESTAY 3 HOST FAMILY RESPONSIBILITIES - PROVISIONS 3,4 WHAT DO STUDENTS PAY FOR? 4 EXPENSES INTERNATIONAL PROGRAM COVERS 5 CHALLENGES TO ANTICIPATE 5 HOUSE RULES 5,6 FOOD 6,7 ILLNESS & EMERGENCY 7,8 PREPARING FOR ARRIVAL 8,9 THE FIRST FEW DAYS 9 WHEN TO CONTACT INTERNATIONAL PROGRAM STAFF 10 RESPITE (ARRANGING FOR SOMEONE ELSE TO WATCH STUDENT OVERNIGHT) 10 EMERGENCY - CONTACT US 1​0 TRAVEL OUT OF THE DISTRICT 1​0 INFORM THE PROGRAM WHEN... 1​0 STUDENT A​CTIVITIES 1​0,11 SUPPORTING ENGLISH LANGUAGE LEARNING 1​1 ORIENTATION, FOLLOW UP AND FEEDBACK 1​1,12 REMUNERATION Q’S 12 CHANGING HOST FAMILY 12 TRANSPORTATION INCL. SCHOOL BUS 12, 13 SCHOOL EXPECTATIONS 13 STUDENT EMPLOYMENT 13, 14 STUDENT DRIVING 14 STUDENT EXPENSES 14,15 HOMESTAY EXPENSES 14,15 HOMESTAY CLAIMS - RECEIPTS 14, 15 HOMESTAY PAYMENTS 15 STUDENT ACCESS TO CANADIAN MONEY 15 DEVELOPING INTERCULTURAL SKILL SET 15 HOMEWARD BOUND ​(PRIOR TO DEPARTURE WHEN RETURNING HOME) 15,16 APPENDIX - FORMS 17 + 1 Homestay Handbook Please print this page and post on your fridge: International Program Staff Contact Information NAME POSITION PHONE E-MAIL Jann Schmidt Administrator 250-551-4702 [email protected] Michele Le Program 250-505-7015 [email protected] Lievre Coordinator Kathi Knapik Homestay Teacher 250-505-6848 [email protected] Manager Tanis Bourchier LVR Program [email protected] Assistant Website: ​http://international.sd8.bc.ca Homestay Social Media:​ Twitter ​Kathi Homestay Kootenay Lake​ ​& Facebook​ ​Kathi Kootenay Lake Homestay Contractor Information NAME CELL E-MAIL Ingrid Savard - Nelson 250-354-8865 [email protected] Adrianna Wright - 250-469-4449 [email protected] Creston Kathi Knapik - (short 250-505-6848 [email protected] term) Nelson School Information (fill in according to student placement) ​ NAME & POSITION PHONE E-MAIL Admin Counsellor Other School Bus ​(family must register online; fill in according to student placement) Time of Day Bus # and Name pickup/dropoff locations morning after school 2 Homestay Handbook Host Family General Information This handbook addresses the broad range of topics relevant to new homestay parents. Reach out to experienced homestay parents and IP staff, too. Information from the Homestay Visit and Orientation and the “Host Family Agreement” apply. (ie. student safety and well being is of paramount importance. Keep vehicle maintained, vehicle insurance, house insurance, change batteries in smoke detectors, etc. ). 1. Why do international students come to British Columbia? ● a desire to be global citizens, making meaningful and purposeful connections with Canadians, to learn about Canadian culture ● for an extensive English language learning experience, to become more fluent, leading to greater opportunities in their future ● sometimes, to graduate in a BC high school and receive a BC Dogwood Certificate ● sometimes, to pursue university in North America. ● to pursue more artistic and holistic learning opportunities ● to be taught by teachers who engage students in student-centered, innovative, and creative learning experiences Talk to your student about his/her reasons for coming here. Help the student to set aligned academic and language goals. Help the student to set a plan for achievement. 2. What are some reasons Canadians provide Homestay experiences? ● to learn more about another culture and develop their intercultural mind- and skill-set. ● to give their own children intercultural learning opportunities. Homestay payments are intended to finance the extra costs associated with hosting. Payments are NOT income for the Homestay parent! 3. What am I (homestay parent) expected to provide? You are expected to be a kind, welcoming, nurturing and fair parent. This means providing as you would for your own family and includes: ● Greeting the student at the airport; seeing the student off for their return flight home (if expenses are incurred, there is a procedure for reimbursement). This is an important requirement! Please don’t expect Homestay Contractors to do this for you! ● (usually) private bedroom with a bed, desk, window, lamp and closet/dresser. ● three nutritious meals a day, incl. snacks as required ● a quiet, adequately lit and heated study space ● shower or bathing facilities, incl. hot water and soap/shampoo ● laundry facilities and support (ie. teach student to use machines) ● emotional support if the student suffers from homesickness, difficulties with school or friends, etc. 3 Homestay Handbook ● academic support: help with homework where possible, communication with teachers and IP school contacts, attendance at parent-teacher-student conferences, etc. ● inclusion of the student in family outings, trips to restaurants, special occasions, recreational activities ● access to the common living areas of the house ● Canadian culture exposure and education ● opportunities for student to talk, listen and learn English in the home ● Access to wifi for the student (this may be limited to a certain amount of time per day) Early on, discuss expectations; yours and the student’s. Reach mutual agreement about the amount of interaction between the student and the family and the kinds of activities in which you will participate together. Discuss this regularly as situations change. Expect some adjustment. The student is in a new home, communicating in a new language, in a new country. Be patient and listen carefully, to minimize student and homestay stress. 4. What kinds of things should the students pay for themselves? ● clothes ● school supplies ● special preference toiletries ● long distance phone calls if using family phone ● their own cell phone and plan ● medicines and medications ● dental work (ie. pre-existing problem, orthodontics) ● haircuts or other personal services ● personal entertainment and expenses away from host family ● costs associated with participation in school sponsored activities (ie. grad events, school dances, extra-curricular sports, clubs or music trips (other than those specific to the international program). ● stamps, stationary, books, magazines, online memberships, CD’s, posters, etc. ● costs related to student visas and airplane tickets Please discuss the above list with your student before the student incurs the expense. 5. What kind of expenses does the program cover? Included in the fees (paid by the student to the program) are the following: ● school course fees, incl. resources like textbooks. ● monthly activities arranged by the International Program staff. Please discuss course selections and bring any concerns to school and IP contacts. Sometimes, online courses are NOT included. 4 Homestay Handbook 6. What challenges should I be aware of? Students may suffer for the first few weeks or more: ● culture shock:​ Some people experience this when they are suddenly immersed in a culture different from their own. “Culture” is largely unwritten and incl. patterns of behavior that govern people. Culture shock develops when basic assumptions about life and familiar ways of behaving are no longer appropriate or useful. Be understanding. Your student is struggling with new things: language, climate, community, new or different customs, food, home, family, friends, emotional behaviours and expressions, and more. Be aware - you may also experience some culture shock! ● jet lag:​ Most students have traveled through several time zones to reach the area. The effects of jet lag may last up to two weeks and include sleeping problems, drowsiness at the wrong time of day, loss of appetite, general fatigue and disorientation. ● homesickness:​ Many students have left their family, friends and pets for the first time. Natural feelings of homesickness may be exacerbated by culture shock. ● loneliness:​ Students may feel very alone in this new situation. They may feel like outsiders in the community, school, or home. Limited ability to communicate in English may contribute to their feelings of isolation. ● teenage mood swings:​ Developmentally, teenagers experience and react to physical and mental changes in a ‘typically’ teenage way. At times you may find yourself on the emotional roller coaster so familiar to parents of teens! All of the above may be exhibited in a variety of ways: quiet, unresponsive, withdrawn behavior; crying spells; isolation from the family; long periods alone in the bedroom; lack of appetite; despondent behavior; moodiness, incl. depression, anger, anxiety, lethargy. Sometimes, the comfort of familiar food (ie. rice for breakfast) will go a long way in easing discomfort. If symptoms don’t resolve over a couple weeks, please let your homestay contractor and school counsellor know as soon as possible, so that appropriate mental health supports can be put in place for the student. 7. What kinds of rules apply to the host family and to the student? It is reasonable to expect the student to follow age-appropriate family rules. However, it’s suggested that rules are introduced gradually to ease student stress and improve understanding. The student may have a different level of freedom at home. Consider: A. Establish
Load more

Recommended publications
  • Homestay Host Manual
    Homestay Host Manual Homestay Accommodation Services Information correct as at 22 September 2021 Monash College Pty Ltd Telephone +61 3 9902 0122 Email: [email protected] www.monashcollege.edu.au/homestay CRICOS Provider No. 01857J ABN 64 064 031 714 Homestay Host Manual Homestay Accommodation Services Contents Page Homestay Contact Details .................................................................................................................. 3 The Homestay Host Role .................................................................................................................... 3 Setting Guidelines............................................................................................................................... 4 Finance ................................................................................................................................................ 4 Who Pays? .......................................................................................................................................... 5 Homestay Students Going Away on Holiday ..................................................................................... 5 Homestay Host is absent from home overnight ............................................................................... 5 Insurance/Medical Procedures - Study Group Students ................................................................... 5 Insurance/Medical Procedures - Individual Students ......................................................................
    [Show full text]
  • Host Family Agreement, Application And
    Home Placement Services, Inc. Homestay for International and U.S. Students 505 C Grand Caribe Causeway; Coronado, CA 92118 Gary Davidson, President & CEO Phone 619-423-1449 Mary Davidson, Vice President Fax 619-423-1480; E-mail [email protected] www.homeplacement.com HOME PLACEMENT SERVICES INC, HOMESTAY REQUIREMENTS ALL HOSTS WILL BE REQUIRED TO HAVE A BACKGROUND CHECK (nominal fee) 1. Only two international students per home. Each student must be of a different language background unless otherwise approved by the Director of Homestays Note: Placing a student in a home that is hosting an international student from any other English language program is discouraged. 2. All placements must be a private room unless otherwise requested by the student. 3. A homestay host biography sheet must be on file in the Executive Offices prior to, or at the time of any student's placement. Use of homes without this information being on file will not be permitted. 4. Travel time to/from the homestay to the school cannot exceed 45 minutes (via public transportation) each way. Exceptions may be made in certain situations with the approval of Home Placement Services, Inc. Travel time is defined from the time of departing the home to the time of arrival at the Center (i.e., inclusive of time to walk to a bus stop or other public transportation point). 5. Prior to placement of a student in a new home, a personal visit to the home must be completed by the homestay organizer or his/her representative. All homes may be revisited once a year to ensure that no adverse changes in the home have occurred since the time of the initial visit.
    [Show full text]
  • A and B. All Questions Are Compulsory. 2. Separate Instructions Are Given with Each Section and Question, Wherever Necessary
    PRACTICE QUESTION PAPER No.‐2 (2020‐21) ENGLISH ‐ LANGUAGE AND LITERTURE CLASS‐X (RATIONALISED SYLLABUS) Time allowed: 3 Hrs. Maximum Marks: 80 General Instructions: 1. This paper is divided into two parts: A and B. All questions are compulsory. 2. Separate instructions are given with each section and question, wherever necessary. Read these instructions very carefully and follow them. 3. Do not exceed the prescribed word limit while answering the questions. Part ‐A (40 Marks) READING (20 marks) 1. Read the passage given below. 1. A youngster quit Facebook in December after spending over three years on the social networking site. With that one act, he bid a silent adieu to more than 300 contacts that he had added to his account during the period. Like almost everyone from his “friends’ circle,” the 20–year–old was a regular on the service; visiting it everyday to post photos and status updates. But last week, a new feature on Facebook called Timeline forced him to reconsider the pros and cons of being on the networking site. 2. ‘Everyone has some skeletons in their closet and I am just not comfortable with Facebook digging up and displaying all the facets of my life on a bulletin board,’ says this youngster who joined the network in July 2007 while he was in Class 11. 3. Facebook, you see, had compressed the time he spent on the site and arranged it in chronological order. And while he initially liked the new, neatly organised scrapbook–like feature, he wasn’t happy to reveal posts from the past, those that, until recently, were hidden under layers and layers of recent updates.
    [Show full text]
  • Homestay Tourist Accommodation As a Tool for Socio-Economic Well-Being of Rural Communities in Kenya
    Journal of Tourism and Hospitality Management, July-Aug. 2018, Vol. 6, No. 4, 143-151 doi: 10.17265/2328-2169/2018.08.001 D DAVID PUBLISHING Homestay Tourist Accommodation as a Tool for Socio-Economic Well-Being of Rural Communities in Kenya Ruth K. Kimaiga, Bonface O. Kihima Technical University of Kenya, Nairobi, Kenya In most developing countries, tourism has been portrayed as a contributor to small scale enterprises, thus directly uplifting the standards of living as well as a catalyst for community development. As an extended form of local people involvement in tourism, the homestay concept aims to promote households to earn an income from tourism directly. Although homestays are purported to provide economic benefits to the local people, it is not clear whether the local people fully benefit from the venture. For instance, the majority of the people in Taita Taveta County still live below the poverty line despite the fact that the homestay concept has already been in existence in the county since 1989 and the highest number of homestay accommodation is found in this region. This research therefore sought to put the homestay concept into perspective: Identify motivational factors behind homestay operators’ participation in the program and assess the socio-economic benefits of homestay accommodation to host families. This research adopted cross-sectional research design and made use of both primary and secondary data. Primary data were collected by use of researcher administered semi-structured questionnaires and an interview guide. Secondary data were gathered from books, newspaper articles, academic journals, the Internet, and other relevant documents related to homestay.
    [Show full text]
  • Resources for Homestay Coordinators Across North America
    Resources for Homestay Coordinators Across North America A compilation of newsletters from 2013 -2020 sponsored by ESQ Educational Services By Doug Ronson January 2020 Welcome and introduction We’re delighted once again to offer our compilation of the Homestay Times newsletters. It includes all of the articles that have been published since we first issued the compilation in September 2014. As a result, this publication is a complete package of all of the newsletters from 2013 to 2019. This booklet is available free of charge to homestay coordinators across North America. It is designed to offer some ideas and advice. Hopefully, you will find the suggestions useful. This publication is not intended to be a comprehensive manual for homestay coordinators. Our newsletter, which features articles about some of the issues faced by homestay coordinators, is published monthly and is sent via email. If you would like to subscribe, please contact us at: [email protected] ESQ Educational Services provides a wide range of services to homestay programs and international education organizations. These include homestay guides and professional development workshops. For our latest offerings, please visit the website at: www.homestayguide.com We welcome your feedback and questions. Please let us know if there is a topic you would like to see addressed in our monthly newsletter. Warm regards, Doug Ronson Publisher 613-888-9560 [email protected] Copyright © 2020 ESQ Educational Services We welcome requests to reprint part of these newsletters as a service to students and/or host families. However, we do ask that you contact us for permission before reprinting any of the material.
    [Show full text]
  • 2014 Program
    The 2014 Graduate Student Research Forum is dedicated to Sandra Morgen in recognition of her contributions to graduate education at the University of Oregon. After serving the University of Oregon Graduate School for more than five years, Sandra Morgen stepped down from her position as Associate Dean and Vice Provost for Graduate Studies on January 31, 2014. Among many other contributions to the Graduate School, Sandi’s leadership was instrumental in organizing the first Graduate Student Research Forum in 2010. To show our appreciation for the hours and hours (and hours!) she has dedicated to getting this important event off the ground and ensuring its success year after year, we are dedicating the 2014 Graduate Student Research Forum to Sandi. Sandi recently returned to the Anthropology faculty and is slated to teach at both the undergraduate and graduate levels this spring. Her research interests center on the intersection of gender, race, class and public policy in the U.S., with a particular focus on health, social welfare, and tax politics. Photos courtesy of Robert Hill Long. 2 ENGAGEMENT: Welcome Community, Creativity, Connections from the President and the Dean 2014 Graduate Student Research Forum It is with great pleasure that we welcome Event Poster Series you to the University of Oregon Graduate School’s fifth annual Graduate Student Research Forum, an event showcasing outstanding research from across campus and highlighting the critical role that graduate students play in our research enterprise. Graduate student research is often at the cutting edge of discovery, and today you will encounter the intellectual work of more than 170 talented graduate students representing more than 50 disciplines from every college and school at the UO.
    [Show full text]
  • Dynamic Strategies for Tourism in the Udzungwa Mountains
    Paving the Way: Dynamic Strategies for Tourism in the Udzungwa Mountains 1 Contents INTRODUCTION ........................................................................................................................................... 3 BACKGROUND ............................................................................................................................................. 3 SITE DESCRIPTION ........................................................................................................................................ 4 A STRATEGIC TOURISM DEVELOPMENT PLAN FOR UDZUNGWA MOUTNAINS NATIONAL PARK ............... 6 IMMEDIATE TOURISM DEVELOPMENT GOALS (0-12 months) ................................................................ 8 Marketing ........................................................................................................................................... 8 Clientele ............................................................................................................................................ 11 Infrastructure ................................................................................................................................... 11 SHORT-TERM TOURISM DEVELOPMENT STRATEGIES (1-5 years) ............................................................. 12 Marketing ......................................................................................................................................... 12 Clientele ...........................................................................................................................................
    [Show full text]
  • A Conceptual Study on Homestay Business in Sabah, Malaysia
    Review of Integrative Business and Economics Research, Vol. 8, Supplementary Issue 1 25 The Relationships Between Social Media Marketing and Entrepreneurial Success: A Conceptual Study on Homestay Business in Sabah, Malaysia Kelvin Yong Faculty of Business, Economic and Accountancy, University Malaysia Sabah Ramraini Ali Hassan* Faculty of Business, Economic and Accountancy, University Malaysia Sabah ABSTRACT This conceptual paper is to examine the relationships between social media marketing and entrepreneurial success in homestay business. The study will be conducted in Sabah which is located on the northern portion of Borneo Island, Malaysia. Despite the various incentives offered by the government to the homestay programme, the homestay programme still remains as a slow growth market. The main problems that the homestay entrepreneurs faced are to sustain their homestay business due to lack of visitors. This study applies quantitative approach to collect data by using purposive sampling in selecting the respondents. It examines the influence of social media marketing toward entrepreneurial success in the homestay business. The study uses Partial Least Squares (PLS) method to test the hypothesis. In addition, this study used resources based view (RVB) to magnify the relationship of social media marketing and entrepreneurial success. Entrepreneurial success can be enhanced through the use of social media marketing in homestay business. It also helps them to identify the effective platform of the available social media, to improve the performance of the homestay business to be successful. The findings of the study will be useful in providing the guiding principle and information for the academic, government, tourist association as well as related agencies in order to enhance Malaysian tourism industry.
    [Show full text]
  • Dating, Digital Media, and Diaspora: Contextualising the Cultural Uses of Tinder and Tantan Among Australian Chinese Diasporas
    DATING, DIGITAL MEDIA, AND DIASPORA: CONTEXTUALISING THE CULTURAL USES OF TINDER AND TANTAN AMONG AUSTRALIAN CHINESE DIASPORAS Xu Chen BA, MA Submitted in fulfillment of the requirements for the degree of Doctor of Philosophy School of Communication Creative Industries Faculty Queensland University of Technology 2020 Keywords Chinese diasporas Dating apps Digital cultures Ethnicity Sexual cultures Social media Dating, digital media, and diaspora: Contextualising the cultural uses of Tinder and Tantan among Australian Chinese diasporas i Abstract Bringing together perspectives from digital dating, sexual cultures, and diaspora studies, this project investigates how Australia-based Chinese users engage with Tinder and Tantan, two dating applications (apps) that have emerged from different cultural contexts – one Western, and one non-Western. Tantan is a popular dating app in mainland China. It was designed to mimic Tinder which, like other Western social media platforms, is blocked in mainland China. Although the study of dating apps has become a burgeoning research field over the past decade, little work has been done – and then only recently – on diasporic uses of dating apps. Research focusing on digital diaspora has shown that social media are essential to the maintenance and negotiation of diasporic identity among Australian Chinese diasporas. Within this digital-diasporic research, however, little attention has been paid to the role of dating apps, despite the popularity of both Chinese and Western dating apps among Chinese diasporic communities. To address this lack of attention, this research places a much-needed focus on the role of dating apps within digital diaspora studies. At the same time, it expands the emerging critical focus on diaspora within dating app studies.
    [Show full text]
  • Keewaydin Dunmore 2021: the Reboot
    Established 1910 Spring 2021 Keewaydin Dunmore 2021: The Reboot The groves of birches are beckoning to Keewaydin campers and staff. Nearly two years after we blew out our candles and promised to keep “Keewaydin’s friendships strong and deep,” we will be meeting again on the shores of Lake Dunmore. How will we react? What will it be like to see friends we haven’t seen in such Once again, the Keewaydin waterfront will be alive with canoes, kayaks, sailboats and a long time? What will camp be like swimmers! with Covid still in our midst? Lee Randlett and the York House Keewaydin’s No doubt, there is going to be a lot Crew have built sinks on the outside of unbridled joy! And, no doubt, of all of the forts. With approximately Podcasters there will be changes in place this three times as many sinks, it will summer to make sure we stay healthy. be much easier to wash hands this There will be testing, cohorting, summer—all in the fresh air! By Peter Hare ’59 masking and distancing; but there will still be morning dips, formation, Will campers and staff have to wear Media gets a lot of negative attention activities, general swim, rest hour, masks all summer? We will definitely these days. Many believe it is the hikes on Moosalamoo, and lagoon have to wear masks a lot, but not primary engine of hyper partisanship. investigations; not to mention navy all the time. Each wigwam will be Competition for views and clicks has seals, boats out, campfires, Old Timers divided into “cohorts” of three to meant more emphasis on quick, eye- Day, the Frolics and more! four tents.
    [Show full text]
  • Europe & Middle East
    CZECH REPUBLIC ENGLAND Belfast, Northern Ireland Canterbury, England IRELAND ISRAEL ITALY NORTHERN IRELAND SCOTLAND SPAIN WALES Tel Aviv, Israel EUROPE & MIDDLE EAST 2019–2020 317.940.9336 | 800.858.0229 IFSA-Butler.org : Host Family | Residence Hall | Apartment or Flat : Self-Prepared Meals | Mandatory Meal Plan | Some Meals Included : Internships | Student Teaching | Directed Research | Volunteering | Community-based Learning : Special Scholarship Opportunity : Summer Program : Russell Group Member (similar to Ivy League) : Photo courtesy of an IFSA student Photo by IFSA student Shristi Uprety, University of Oxford, Spring 2016 EUROPE & MIDDLE EAST INTRODUCTION 3 Map of Program Locations 4 Explore More & The Value of an IFSA Program 6 Always Forward & CHART: Map Your Journey Abroad 7 The IFSA Difference 8 Greater Returns 9 Internships and Distinctive Learning Components 10 You Belong Here 11 Unpacked: Student Stories 12 Afford Your Journey 13 Funding Solutions PROGRAMS 14 CZECH REPUBLIC 16 Prague Global Flagship 17 Reimagining Europe 18 ENGLAND 21 London Global Flagship 22 London Career Accelerator 23 London Urban Research Lab 24 City, University of London Partnership 24 King’s College London Partnership 25 London School of Economics and Political Science Partnership 25 Queen Mary, University of London Partnership 26 SOAS, University of London Partnership 26 University College London Partnership 27 University of Westminster Partnership 28 University of the Arts, London Partnership 28 University of Sussex Partnership 29 University of
    [Show full text]
  • 1 the Linguistic Gains and Acculturation of American
    The Linguistic Gains and Acculturation of American High School Students on Exchange Programs in Germany Item Type text; Electronic Dissertation Authors Lovitt, Ashli Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 12:53:37 Link to Item http://hdl.handle.net/10150/293543 1 THE LINGUISTIC GAINS AND ACCULTURATION OF AMERICAN HIGH SCHOOL STUDENTS ON EXCHANGE PROGRAMS IN GERMANY by Ashli Lovitt __________________________ Copyright © Ashli Lovitt 2013 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY DOCTORAL PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2013 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Ashli Lovitt, titled The Linguistic Gains and Acculturation of American High School Students on Exchange Programs in Germany and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ___________________________________________________________ Date: 3/27/2013 Beatrice Dupuy ___________________________________________________________ Date: 3/27/2013 Linda Waugh ___________________________________________________________ Date: 3/27/2013 Chantelle Warner Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement.
    [Show full text]