Showing papers in "Frontiers: The interdisciplinary journal of study abroad in 1998"
TL;DR: The authors conducted a qualitative research project to understand the transition from language learning in an American classroom to language use in Valcourt and back again, and the resulting data show how truly unique each participant's perspective can be, even when backgrounds seem similar.
Abstract: The Valcourt program founded in 1990 with the aim of supplementing existing semester and academic-year programs available through Collegiate University and providing an opportunity for students with as little as two semesters of language instruction to study in France.
In this article, perspectives from Molise and Ashley, who along with five other participants from Collegiate, agreed to serve as informants in a qualitative research project which sought to understand–from their point of view–the transition they were making from language learning in an American classroom to language use in Valcourt and back again. The resulting data show, among other things, how truly unique each participant’s perspective can be, even when backgrounds seem similar.
188 citations
TL;DR: In the UK, residence abroad has been a compulsory part of most degrees in modern languages in the UK for many years, and the evaluation of residence abroad is arguably more systematic than elsewhere in Europe, where residence is normally not closely integrated into the degree structure and has carried little or no weight within the credit structure as discussed by the authors.
Abstract: The purpose of the present paper is to describe, for a North American audience, how “study abroad” or “residence abroad” is understood in the European context. Here, it is not merely an educational matter: the historical, geographical and political context of Europe has an important influence on the rationale for student residence abroad and on its organisation. As well as highlighting differences from the American context, the paper will describe features of current practice, focusing particularly on the United Kingdom, for several reasons. Residence abroad has been a compulsory part of most degrees in modern languages in the UK for many years, the UK has larger numbers of students involved in the process, and the evaluation of residence abroad has arguably been more systematic than elsewhere in Europe, where residence abroad is normally optional, is not closely integrated into the degree structure, and (at least until recently) has carried little or no weight within the credit structure of the degree. Finally, I shall review the published research into residence abroad, especially with regard to foreign language proficiency and to intercultural competence. The paper is divided into four sections dealing respectively with the European context, residence abroad in Europe, UK specific information, and research findings.
146 citations
TL;DR: In this article, the authors focus on the acquisition of sociolinguistic competence by second language learners during a period of study abroad, and some of the principal factors which affect it are described.
Abstract: This article will focus on the acquisition of sociolinguistic competence by second language learners during a period of study abroad. Various aspects of sociolinguistic competence will be discussed and some of the principal factors which affect it will be described.
97 citations
TL;DR: The authors argue for a social practices view of foreign language literacy, and present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as a social practice.
Abstract: In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.
53 citations
TL;DR: This article provided an overview of the research that has been performed over the past 35 years concerning study-abroad participants' perceptions of language and language learning, the role of the language classroom, the influence of the social environment, and the study abroad experience as a whole.
Abstract: This chapter offers an overview of research that has been performed over the past 35 years concerning study abroad participants’ perceptions of language and language learning, the role of the language classroom, the influence of the social environment, and the study abroad experience as a whole. The impact of students’ perceptions on the language learning process and the value of student perspective research in the field of SLA are also considered.
TL;DR: The authors review what is currently known about second language acquisition in a study abroad context and identify some of the issues that confront those who wish to explore this topic in greater depth, and present a review of the current state of the art.
Abstract: The purpose of this chapter is to review what is currently known about second language acquisition (SLA) in a study abroad context and to identify some of the issues that confront those who wish to explore this topic in greater depth