Study Abroad Research in Second Language Acquisition and International Education - Volume 1, Issue 2, 2016

The relatively recent phenomenon of the internationalisation of higher education (HE) in European non-English-speaking universities has resulted in more linguistically diverse student bodies and has forced universities in bilingual territories to reconsider their language policies. In this paper, we adopt a student perspective in order to explore the notion of a multilingual university in the bilingual territories of Catalonia, Wales and the Basque Autonomous Community (BAC). This also includes looking at how the students view the relationship and possible tensions between internationalisation (and its concomitant student mobility) and the language policies. In order to investigate the attitudes and beliefs of the students (both home and international) in connection with the notion of a multilingual university, we asked them to complete an open-ended questionnaire item regarding the advantages and disadvantages they see in such an institution. The results of the analysis point, in the first place, to different perceptions among students of a multilingual university depending on (i) whether English is the main or even sole means of instruction, and (ii) the perceived status of the minority language. Secondly, the analysis suggests the need to approach students’ attitudes towards a multilingual university by considering the ways in which the sociolinguistic context (in official, academic and experiential terms) may have an impact on their perception of the process of multilingualisation in universities.

The present study investigates individual differences in study abroad through a quantitative analysis of U.S. learners of Spanish studying in Barcelona, Spain (n = 54). While many studies have aimed at discussing one or two specific items, the present study combines aspects of attitude, motivation, and language contact with perceived gains in language skill by examining answers from a comprehensive questionnaire designed to accurately gather information on these individual differences. The data reveal that these study abroad students are highly motivated, and correlational analyses establish significant positive relationships between integrative orientations, attitude, language contact and self-reported perceived gains in linguistic skills. The study suggests that a positive attitude towards the target language and integrative motivation can be important factors in influencing how much contact students have with the target language and how much they feel they have improved in a variety of language skills. It also explores the potential effects of learning a language in a bilingual context and calls for further research on this theme.

The aim of this investigation was to examine the pragmatic development of 20 students during a short-term study abroad program in Spain. Request strategies were assessed with a written request production questionnaire. A language contact profile (LCP) was used to measure the relationship between pragmatic performance ratings and target language contact. Pretest and posttest mean scores on the request production questionnaire indicated that the students improved their request performance as rated by two native speakers. In looking at the specific request strategies used on the pretest and posttest vignettes, it is clear, however, that the students improved some aspects of their request production while other aspects remained unchanged. Further, LCP scores indicated that the students had little contact with native speakers during their time in Spain. No significant relationships were found between the LCP and request performance ratings. Results suggest that study abroad leadership should support students’ L2 pragmatic development before, during, and after study abroad.

This study investigates lexical and morpho-syntactic development in comprehension and production among university-level students who participated in a second language (L2) study abroad program. Prior to and at the conclusion of the short-term study abroad experience, English language learners of Spanish participated in a verbal fluency measure along with comprehension and production tasks. The verbal fluency measure revealed rapid lexical gains. However, the comprehension and production tasks showed that the comprehension of grammatical gender agreement was excellent, while the accuracy in the production of morpho-syntactic agreement decreased over the limited time spent abroad. We analyze this counterintuitive trend as a shift in learning strategy: from grammatical accuracy to communicative ease, in line with a theory of U-shaped development in second language learners (e.g., Sharwood Smith & Kellerman, 1989) and previous observations about the study abroad environment (Isabelli-García, 2010). Other analyses of morpho-syntactic accuracy in our production data provide additional support for this argument.

Assessing the type and quantity of out-of-class foreign language (L2) interaction that learners engage in is crucial in study abroad research. This assessment has commonly been performed with the Language Contact Profile (LCP). This article critically appraises the LCP as a measure for providing reliable data to correlate language interaction with language gains. Information about the L2 use of U.S. university students studying in Argentina was obtained using quantitative (LCP) and qualitative (interview, authentic interaction, and observation) measures. The results suggest that some LCP items were ambiguous and limited in their ability to capture fluctuations in students’ local engagement throughout the semester. The LCP also provided internally inconsistent participant reports of out-of-class L2 use. Notably, the results highlight the importance of considering discourse quality when comparing hours of interaction reported by different students, suggesting that numerical comparisons across participants cannot be interpreted to necessarily lead to comparable language gains.

This article analyses the context around overseas sojourning for linguistic and intercultural development at the University of the West Indies, a public university serving the Anglophone Caribbean region. It assesses the affordances and constraints around this activity deriving from a range of geopolitical, sociocultural and institutional forces that bear on how residence abroad for this particular purpose is configured in this particular context. It further identifies a number of factors that currently align in favour of increased valorisation of such experiences as facilitators of socioeconomic and cultural development, such as strategic policy at the regional governance level, diversification of trade partnerships and service provision, or the promotion of experiential learning at the institutional level. The conclusion recommends the establishment of research collaborations with international partners to promote a unique small-states and Caribbean contribution to understandings of the potential socioeconomic and cultural impact of residence abroad for intercultural learning.