Returning to Normal?: Reimagining Study Abroad and Language Learning for a Sustainable and Equitable Future

Abstract

Due to health and travel restrictions, COVID-19 has presented unusual challenges to international education. Meanwhile, the pandemic has also become a historical juncture overlapping with other political and cultural moments (e.g., renewed Black Lives Matter movement, resurgence of anti-Asian racism, extreme weather phenomena). These events have propelled a reconsideration of the complex relationship between access to and participation in study abroad, language learning, and social and environmental justice. In this paper, we draw on our collective experiences as practitioners and researchers across three languages (Arabic, Mandarin, Spanish) to argue that study abroad must be a part of equitable and sustainable world language education curricula. We begin by reflecting on existing issues related to access and participation in U.S.-based study abroad and the underlying ideologies that reinforce them. We then provide possibilities -within our spheres of influence -to reconceptualize study abroad from critical and translingual perspectives in an effort to contest ideologies and shift towards a more diverse and inclusive study abroad programming. Lastly, we suggest possible ways to better integrate at home, virtual, and study abroad opportunities in language learning curricula, some of which may serve as alternatives to study abroad, especially in an environmentally and politically volatile world where social privilege shapes access to international education.

Market-based, Universalist, and Emancipatory Logics of Study Abroad

“…Existing research on study abroad centers the experiences of groups that dominate within the study abroad setting (i.e., middle-class, White, female) as the point of reference for those studying abroad (Clay, 2022;Harris-Weedman, 2022;Nyunt et al, 2022;Patterson et al, 2022;Quan et al, 2023;Twombly et al, 2012). I draw from CRT to uncover the engrained disparities that support a system of systemic racism, privilege, and oppression in U.S. study abroad.…”

“…The population of study abroad participants is primarily White, female, young, single, financially comfortable, and without disability (Clay, 2022;Harris-Weedman, 2022;Nyunt et al, 2022;Patterson et al, 2022;Quan et al, 2023;Twombly et al, 2012). Historically, stark disparities in study abroad participation are due in part to the high cost of participating in these programs, among other factors, including the elitist perception of study abroad, the duration of programs (often a semester or more), and the fact that study abroad was only offered at the most exclusive schools, which overwhelmingly had wealthy White students (Simon & Ainsworth, 2012).…”

Curriculum Quality, Process Innovation, School Reputation, and Perceived Value Affecting the Loyalty of Chinese Higher Education Students in Thailand

“…Perceived value holds paramount significance in the realm of higher education, especially for Chinese students exploring educational opportunities both within their homeland and on the global stage Panitch et al, 2021;Sokngim et al, 2020). A multifaceted construct, the perceived value of higher education is shaped by various factors, including the quality of academic programs, the reputation of faculty members, and the extent of student support and available resources (Netz et al, 2020;Paul & Pradhan, 2019;Quan et al, 2023).…”

“…Another indispensable determinant of perceived value is the reputation of professors (Singh, 2020;Quan et al, 2023;Maringe & Carter, 2007). Chinese students place significant emphasis on having competent, experienced, and dedicated instructors (Netz et al, 2020;Paul & Pradhan, 2019;Quan et al, 2023).…”

“…Another indispensable determinant of perceived value is the reputation of professors (Singh, 2020;Quan et al, 2023;Maringe & Carter, 2007). Chinese students place significant emphasis on having competent, experienced, and dedicated instructors (Netz et al, 2020;Paul & Pradhan, 2019;Quan et al, 2023). This is exemplified by the growing popularity of universities and colleges known for their outstanding faculty and challenging academic curricula (Panitch et al, 2021;Romer & Vasilopoulos, 2020;Mitchell, 2023).…”