Social and Cultural Aspects of Language Learning in Study Abroad
Editor
The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and professionals engaged in the design, oversight, and assessment of study abroad programs.
[Language Learning & Language Teaching, 37] 2013. ix, 344 pp.
Publishing status:
© John Benjamins Publishing Company
Table of Contents
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Acknowledgement | pp. ix–x
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Part I. Orientation
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Introduction: Social and cultural aspects of language learning in study abroadCeleste Kinginger | pp. 3–16
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Researching whole people and whole livesJames A. Coleman | pp. 17–44
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Part II. Qualitative and case studies
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Self-regulatory strategies of foreign language learners: From the classroom to study abroad and beyondHeather Willis Allen | pp. 47–74
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“Opening up to the world”? Developing interculturality in an international field experience for ESL teachersElizabeth Smolcic | pp. 75–100
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Politics of identification in the use of lingua francas in student mobility to Finland and FranceFred Dervin | pp. 101–126
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An American in Paris: Myth, desire, and subjectivity in one student’s account of study abroad in FranceTimothy Wolcott | pp. 127–154
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Exploring the potential of high school homestays as a context for local engagement and negotiation of difference: Americans in ChinaDali Tan and Celeste Kinginger | pp. 155–178
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The transformation of “a frog in the well”: A path to a more intercultural, global mindsetJane Jackson | pp. 179–204
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Part III. Pragmatics and identity
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“I joke you don’t”: Second language humor and intercultural identity constructionMaria Shardakova | pp. 207–238
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Getting over the hedge: Acquisition of mitigating language in L2 JapaneseNoriko Iwasaki | pp. 239–268
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Identity and honorifics use in Korean study abroadLucien Brown | pp. 269–298
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A corpus-based study of vague language use by learners of Spanish in a study abroad contextJulieta Fernandez | pp. 299–332
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AfterwordCeleste Kinginger | pp. 333–336
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Name index | pp. 337–342
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Subject index | pp. 343–344
“Globalization, Facebook and the spread of English as a lingua franca have changed the nature and the purpose of the study abroad experience. This rich collection of empirical studies exquisitely showcases how a socially oriented applied linguistics can grasp the important social and cultural aspects of study abroad in a variety of languages and countries, and through a variety of research methodologies.”
Claire Kramsch, University of California at Berkeley
“Study abroad was once seen as a monolithic good for what ails foreign language learners, but recent research reveals a more nuanced view indicating the extraordinary complexity of how and what students may or may not learn during a study abroad experience. This volume continues down the path of revelationby gathering original empirical investigations of study abroad experiences, each of which adds a unique layer of texture to a more accurate picture of study abroad today. Authors engage with current realities of study abroad in an international context,where language study is permeated by politics, power relations, technologies, identities, and motives. To study these dynamic contexts, researchers draw upon theoretical frameworks andresearch methodologies that examine how learners demonstrate their agency, engaging with the study abroad context tocommunicate and construct their own study abroad experiences. In my view, this very timely collection challenges foreign language teachers to consider how students can best be prepared for the complex opportunities and challenges presented by study abroad.”
Carol A. Chapelle, Iowa State University
“Kinginger offers us an impressive collection of studies highlighting the ways in which newer sociocultural and poststructuralist approaches renew the research on study abroad. Component studies focus on diverse populations, and multiple languages and contexts, featuring innovative research methods. Social and cultural aspects are given pride of place including a fascinating section on identity and pragmatics. The reader takes away invaluable insights about the unique contributions of study abroad research to educators and applied linguists, and exciting ideas about how build on this research. This book is a gem!”
Merrill Swain, University of Toronto
“Kinginger’s volume is a highly recommended volume and a timely representation of an area of inquiry within study abroad that is fruitful and promising. The editor should be particularly commended for her inclusion of such a diverse set of L2s (Chinese, English, French, Korean, Spanish, and Russian) and settings (Canada, China, Ecuador, Finland, France, Korea, Russia, and Senegal) which is a merited and refreshing departure from previous work focusing on a limited number of languages and places. Her objectives to offer an overview of recent research and presentation of cutting-edge studies that illustrate new theories and methodologies are clearly accomplished.”
John W. Schwieter, Wilfrid Laurier University, Ontario, Canada, in Language and Education, 2013
(dx.doi.org/10.1080/09500782.2013.862018)
(dx.doi.org/10.1080/09500782.2013.862018)
“
Social and Cultural Aspects of Language Learning in Study Abroad is a reflection-provoking and stimulating volume that updates the portrayal of study abroad in the applied linguistics literature.”
Maria P Gomez Laich, Carnegie Mellon University, on Linguist List 25.1379, 2014
“Trained as an applied linguist, having served as resident director for six different study abroad programs, and long ago having participated as a student in three different study abroad programs, I felt a strong resonance with this volume. Recently returned from directing a year abroad experience, I came to know my group of 33 students quite well, both academically and personally. These traditionally college-aged individuals represented widely divergent worldviews, value systems, and life experiences. As I read this volume, my fresh (re-)awareness of the breadth of human diversity led me to think, “How can questions of identity not affect the experience and enter into our discussion?” The book will be of interest to applied linguists and SLA researchers seeking to expand research models or keep track of this exciting and promising direction in the field.
Cultural theorists, study abroad program administrators, and classroom language teachers (several authors include discussions of pedagogical implications of their work) will also find food for thought. Finally, motivated student learners may recognize elements of their own selves and gain insight into their experience abroad, which, after all, is what it’s all about.”
Cultural theorists, study abroad program administrators, and classroom language teachers (several authors include discussions of pedagogical implications of their work) will also find food for thought. Finally, motivated student learners may recognize elements of their own selves and gain insight into their experience abroad, which, after all, is what it’s all about.”
Kelly Sax, Indiana University, in Studies in Second Language Acquisition 37(3), 2014.
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2021. Exploring Evolving Motivation to Learn Two Languages Simultaneously in a Study‐Abroad Context. The Modern Language Journal 105:1 ► pp. 267 ff.
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2021. Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation. Social Inclusion 9:3 ► pp. 58 ff.
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This list is based on CrossRef data as of 18 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJ: Language teaching & learning (other than ELT)
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General