To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location (vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.

中文翻译：

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与国际教师的接触如何影响美国学生的地理文化知识和跨文化接受能力

为了了解美国 K-12 学生如何受到他们与国际教师（即从其他国家访问美国的教师）互动的影响，本研究询问“与国际教师的接触是否与增加地理文化知识和/或接受度相关？到非美国国家、人民和/或文化？”。为了解决这个问题，该研究利用了 1,082 名学生的接触前和接触后数据，这些学生与在美国参加为期六周的教育计划的国际教师有过互动。数据分析表明，与国际教师接触后，学生的地理文化知识有所增加。学生更有可能识别出访问教师的国家是真实的（而不是虚构的）、地理位置（相对于大陆的识别）、以及它的主要语言和宗教。调查结果还表明，与国际教师的接触与中小学生对非美国国家/民族/文化的接受度和兴趣增加有关，但在高中生中则不然。这项研究表明，由学校国际教师支持的项目可以有效地帮助美国青年获得所需的跨文化能力，并在此过程中促进全球福祉。