Evaluation and the Summer Language Program Abroad: A Review Essay

Perspectives: Short-Term Overseas Study Programs: A Survey of Private Junior High Schools in Tokyo

“…Some researchers have argued against the notion that there is either significant linguistic or cultural benefit from short-term overseas study programs (OSPs) (Day, 198;Grove, 1983;Milleret, 1990). In particular, Grove claimed that programs lasting less than one month (a time frame that includes almost every short-term program implemented by the junior high schools in the current study, as well as the majority of programs at the senior high school level) not only fail to achieve their intended results, but may even be counterproductive and lead to undesired results.…”

“…Therefore, it is reasonable to infer that his criticism would extend to VSPs organized for junior high school pupils. While Grove's remarks refer primarily to changes in longlasting attitudes towards people in the target culture and intercultural perspectives, both Day (198) and Milleret (1990) refer specifically to circumstances that limit or restrict linguistic effects. In particular, Milleret, in her discussion of the difficulties involved in evaluating the outcomes of summer study programs, observes that "the living situation and location of the homestay may affect the opportunities each student has to experience linguistic and cultural growth" (1990, p. 48).…”

“…For example, Drysdale and Killelea (1982) provided a model for the organization of short-term language immersion programs for high school pupils and stressed the importance of proper orientation (predeparture) as well as follow-up activities. Milleret (1990) also mentioned orientation and reentry debriefing as well as the importance of homestays, and language and culture classes provided at the local institution as major program features. Brecht and Walton (1994) claimed that "the primary local conditions under which learning takes places in an SA [study abroad] program [are] preprogram preparation, in-country learning, and reintegration into the home institution" (p. 220).…”

“…hold little promise of accomplishing those high goals that most of us in the business of intercultural exchange hold dear" (p. 1). These concerns are echoed by Milleret (1990), who explains, "shortness of the summer study experience can limit student contact with the host culture [and]…the opportunity for language practice" (p. 483). Milleret, it should be noted, seems to be referring to programs lasting to weeks.…”

“…Just over half of all of the OSPs, but % of those that were officially classified as "language study," featured ESL classes. Milleret (1990) identifies language and culture classes taught at a local institute as one of the six standard features of summer language study abroad programs (p. 484). But the issue is not so much classroom learning itself as it is the role and function of these ESL classes within the specific context of study abroad, and particularly as a means of maximizing the opportunities that pupils may derive from naturalistic exposure to language resulting from home-stay.…”