History and Current Trends in US Study Abroad

Dietrich, Amelia J.

doi:10.4324/9781315639970-36

Cited by 11 publications

(6 citation statements)

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“…In our view, short‐term programs are worth examining in their own right (rather than as part of a “longer or shorter” debate), as data from the 2018 Open Doors report (on U.S. students’ SA experiences from academic year 2016–2017) indicate that short‐term programs comprise at least 60% of SA experiences and this trend has increased over the past decade (Institute of International Education, 2018). Further, as discussed in Dietrich (2018), research indicates that short‐term SA programs can provide learners with “transformative learning experiences” (p. 552) that lead to gains in linguistic and intercultural abilities.…”

Section: Motivation For the Studymentioning

confidence: 99%

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Issa

Faretta–Stutenberg

Bowden

2020

The Modern Language Journal

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This study examined linguistic development among both intermediate and advanced college-level second language (L2) learners during short-term study abroad summer programs in Spain. Participants completed a measure of overall proficiency, as well as assessments of receptive grammatical (morphosyntactic) and lexical (semantic) abilities at the beginning and end of their programs. They also reported their use of and exposure to the target language on a weekly basis while abroad. Analyses explored (a) whether learners in each group made gains in these receptive abilities, and (b) to what extent contact with the L2 and/or initial proficiency accounted for variability in linguistic development across all learners. Results indicated that learners in both groups evidenced significant linguistic gains, in both morphosyntactic and lexical domains for the intermediate-level learners, and in the lexical domain for the advanced learners. In analyses across all learners, L2 contact did not account for variability in either morphosyntactic or lexical development, whereas higher initial proficiency facilitated some morphosyntactic and lexical development. Results suggest that learners at both intermediate and advanced levels can experience linguistic gains during short-term study abroad, and that initial proficiency plays a limited role in explaining variability in gains among these learners.

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Section: Motivation For the Studymentioning

confidence: 99%

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Issa

Faretta–Stutenberg

Bowden

2020

The Modern Language Journal

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“…To date, however, the role of prior linguistic knowledge in understanding the nature and extent of linguistic development during SA is not well understood. One reason for this is that the participants most often investigated in SA research are North American college students in shortterm programs who study abroad with little prior language instruction (Dietrich 2018;Sanz & Morales-Front 2018). These learners tend to have limited classroom-acquired linguistic Preprint version Applied Linguistics, accepted for publication 27 December 2019 kmcmanus@psu.edu knowledge base (declarative knowledge) available for proceduralization/automatization through language use.…”

Section: Introductionmentioning

confidence: 99%

A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad

McManus

Mitchell

Tracy‐Ventura

2020

Applied Linguistics

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The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree programme. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis. Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy–complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners’ linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.

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“…However, it must be acknowledged that the economics of higher education have changed drastically over this same historical period, rendering year‐long sojourns quite rare and beyond the means of many US‐based students (Kinginger & Zhuang, 2023). Today, it is the short‐term program that makes study abroad possible for most students (Dietrich, 2018), whereas this was not necessarily the case for the older participants in our study.…”

Section: Program Featuresmentioning

confidence: 78%

Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects

Zhuang,

Kinginger

2024

The Modern Language Journal

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This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey (N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated with various study‐abroad program features? and (c) How is the role of program features reflected in life history narratives? We found that 79% of participants use their languages in at least one of the activities listed on the survey, though this use is generally confined to informal, interactive tasks. Our examination of program features using multiple regression revealed that while all features were statistically significant predictors for long‐term language use, those involving engagement with local communities (e.g., close personal relationships) showed more relative importance. Contextualized with a sample of our qualitative data, findings from this study offer a macrolevel confirmation that local engagement during study abroad retains its significance for language use over the long term and provide implications for designing study‐abroad programs that involve language learning.

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History and Current Trends in US Study Abroad

Cited by 11 publications

References 0 publications

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency

A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad

Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects

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