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Volume 9, Issue 1
  • ISSN 2405-5522
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Abstract

Abstract

With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006Smith & Mitry, 2008Williams, 2005), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021Quan et al., 2018Shively, 2018). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005Hogg & Abrams, 1988) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.

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2024-02-09
2024-10-10

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When heritage speakers study in their heritage countries
Study Abroad Research in Second Language Acquisition and International Education 9, 1 (2024); https://doi.org/10.1075/sar.22012.gue
/content/journals/10.1075/sar.22012.gue
/content/journals/10.1075/sar.22012.gue
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  • Article Type: Research Article
Keyword(s): expectations; heritage country; heritage speakers; identity

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