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The narrative describes preparation constraints, the responsibility for designing 45-hour English for Academic Purposes courses, and the dual role of supervisor, professor, and personal mentor. It highlights cross-cultural negotiation among expectations, host demands, and student requirements, emphasizing the need to build a new community and rethink professor-student boundaries far from home.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/benefits-and-challenges-of-supervising-an-international-practicum/597865/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/benefits-and-challenges-of-supervising-an-international-practicum/597865.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges arise when supervising an international practicum in a foreign language context?","Question",{"text":112,"@type":113},"The supervising professor notes cross-cultural issues, including negotiating expectations among teachers, the host university, and the professor’s requirements. Teachers also need to adapt personally to a new culture while maintaining effective instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the practicum participants responsible for course design and teaching?",{"text":117,"@type":113},"Participants were solely responsible for developing and teaching their own 45-hour English for Academic Purposes courses for 15–25 Thai undergraduates. They had limited time for needs analysis or curriculum searching before classes began almost immediately.",{"name":119,"@type":110,"acceptedAnswer":120},"What additional responsibilities did teachers have beyond teaching during their placement?",{"text":121,"@type":113},"While living and working internationally, teachers also took two graduate courses from the professor: one on instructional and reflective practices and another guiding action research projects. The teaching course met weekly and the action research course was split between Thailand and the fall semester in Hawaii.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597865,1792468434,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Benefits and Challenges of Supervising an International Practicum  \nIn this reflective essay, I share my experiences as a USbased professor leading graduate students on a 2-month teaching practicum in northern Thailand. I describe the process of arranging the practicum in coordination with the host university and the challenges of teaching 2 teacher-education courses while also mentoring novice teachers and addressing cross-cultural issues. I discovered that leading a practicum in an international context required me to play multiple roles—as supervisor, professor, and personal mentor. The teachers encountered challenges but also experienced empowerment working in a foreign language context; they wrestled with cultural issues such as negotiating among their expectations as teachers, the university’s demands, and my requirements from them as students. The international practicum setting means that teachers need to develop an understanding of a new culture and how they fit personally into that culture. Being far from home requires everyone—teachers and supervisors—to form a new community supporting each other and to redraw previously established professor-student boundaries.  \nNortheastern Thailand is a very different place from the Thai  \nland most tourists experience. The Issan region is the coun  \ntry’s agricultural heartland, where rice fields predominate, water buffalo wander freely on dirt roads, and few foreigners visit the hundreds of Buddhist temples throughout the region’s cities and towns. University students in the region focus their studies on practical majors such as business administration, medicine, or agriculture. While few of these students intend to leave the region after graduation, they nonetheless study English as part of their course work. This is where my experience, as a professor of Second Language Studies atan American university, crossed paths with theirs.  \nThe CATESOL Journal 27.2 • 2015 • 201  \nIn the summer of 2014, eight graduate students from the University of Hawai ʻi and I landed at the airport of a midsize city in northeastern Thailand with little sense of what exactly we would be doing there beyond teaching English to university students and researching their learning.1 Our contacts from Issan University (IU, pseudonym) picked us up at the airport with a comfortable university-owned bus and drove us to the campus on the outskirts of the city, stopping en route at a department store to buy food, supplies, and mobile phones. After a weekend on our own, the teachers met their respective departments and received their teaching assignments for the next two months.  \nThis article reflects on my experiences as a US-based professor leading graduate students on a teaching practicum in northern Thailand. This experience differed from other teaching practicum programs, in which novice teachers are paired with experienced teachers as apprentices in existing classrooms or work in Intensive English Programs on their home university campuses (Crookes, 2003) . In our case, practicum participants were solely responsible for developing and teaching their own 45-hour English for Academic Purposes courses for groups of 15-25 Thai undergraduates. Before we arrived in Thailand, we had only a vague idea of the students’ language-proficiency level or the desired outcomes for the courses. Classes started the day after the teachers met their departmental colleagues, so they had little time to conduct needs analysis or search for the perfect curriculum before heading into their classrooms and facing their students independently.  \nThe other distinct feature of this practicum was that, while living and working in an international location, the teachers also took two graduate courses from me: one focused on instructional and reflective practices and the other guiding them in action research projects emerging from their teaching. After two predeparture sessions, the teaching course met weekly during our two months in Tha","cbCaijFGyP4IyqG2","https://ap.wps.com/l/cbCaijFGyP4IyqG2","pdf",559507,"English","# Overview\n## Practicum preparation and responsibilities\n## Courses during the placement\n# The teachers\n## Background and teaching assignments","[{\"question\":\"What challenges arise when supervising an international practicum in a foreign language context?\",\"answer\":\"The supervising professor notes cross-cultural issues, including negotiating expectations among teachers, the host university, and the professor’s requirements. Teachers also need to adapt personally to a new culture while maintaining effective instruction.\"},{\"question\":\"How were the practicum participants responsible for course design and teaching?\",\"answer\":\"Participants were solely responsible for developing and teaching their own 45-hour English for Academic Purposes courses for 15–25 Thai undergraduates. They had limited time for needs analysis or curriculum searching before classes began almost immediately.\"},{\"question\":\"What additional responsibilities did teachers have beyond teaching during their placement?\",\"answer\":\"While living and working internationally, teachers also took two graduate courses from the professor: one on instructional and reflective practices and another guiding action research projects. The teaching course met weekly and the action research course was split between Thailand and the fall semester in Hawaii.\"}]","Benefits and Challenges of Supervising an International Practicum | PDF",1792085849,23]