The first weeks of the preparatory course: The first few meetings
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Explain that, until the deadline for dropping the course or until you buy the plane tickets, it is a probationary period for everyone. Use this time to delegate tasks, such as making contact with local partners, choosing learning activities to do while abroad, planning meals or locating restaurants, or finalizing the itinerary (refer to the student activity proposal form). These tasks will give students a sense of control over and ownership of the trip and will help to establish routines and norms within the group. For example, students need to know beforehand when they are expected to speak the target language and how to react if someone isn’t speaking it. These norms will provide students with a sense of security once they embark on the trip. It is also important to check in regularly with regard to tensions and emotions as group dynamics begin to form. The students should know that they can rely on each other for help and can express their concerns. If this intra-group safety net is in place before the trip, it will make reflection and growth easier when abroad.
Following these steps will help you to select only the most organized, collaborative, and curious students. It will put communication structures in place (e.g., the Facebook page) and establish routines and norms (e.g., the positive contract, expected behaviour in meetings). It will also show the students that they can and should rely on each other, discuss how they’re feeling, and get help when they need it. It may seem like a lot of work to build a community of inquiry and there may be some tough decisions along the way, but having a group you and the students can rely on will reduce the cognitive load and the affective filters along the way to ensure that everyone has a good time and learns from the experience.