Introduction: Methodological diversity and innovation in study abroad research

Costa, Peter I. De; Rawal, Hima; Zaykovskaya, Irina

doi:10.1016/j.system.2017.10.002

Cited by 6 publications

(5 citation statements)

References 60 publications

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“…In the second language acquisition (SLA) research literature, the language gains of SA students (see the special issue edited by De Costa, Rawal, & Zaykovskaya, 2017) and Erasmus students (e.g., , have received more attention than those of international students. This is striking, since international studentsdwho number 3.3 million per year (OECD, 2017)doutnumber and generate far more revenue for universities than the other two categories (Cantwell, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

How institutional and interpersonal variables impact international L2 students’ language gains at university

Deygers

2018

System

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As higher education has grown into a global enterprise, international students have become an integral part of the student population at many universities. Given this reality, it is striking that there are considerable gaps in our knowledge of whether and why international students make language gains, or fail to do so. In order to address these voids in research, this study employed a longitudinal mixed-methods design to measure oral and written gains made by international L2-Dutch students studying in universities in Flanders over an eight-month period. It also sheds light on the institutional and social contexts of the participants, as measured by longitudinal in-depth interviews. The quantitative data indicate that the participants made no demonstrable gains except on one sole indicator of written fluency, and the qualitative findings reveal that linguistic readiness, perceived linguistic inferiority, and a lack of access to the L1 community hampered students' opportunities and willingness to engage in meaningful interaction. This study offers no immediate reason to presume that rich input alone yields language gains, even with advanced learners in an academic context. Rather, it reaffirms the hypothesis that language learning in a naturalistic setting is driven by meaningful interaction and a sense of belonging.

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Section: Literature Reviewmentioning

confidence: 99%

How institutional and interpersonal variables impact international L2 students’ language gains at university

Deygers

2018

System

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“…In other words, our primary attention goes to how L2 learning and teaching contexts shape and are shaped by sojourner participation over a short time period, and points of conflict or resistance between short‐term sojourners and these contexts. To accompany the diversity of issues and methods of inquiry recently addressed in SA (see De Costa, Rawal, & Zaykovskaya, 2017) and TESOL scholarship (see Mahboob et al., 2016; TESOL International Association, 2014), we approach English language teaching vis‐a‐vis STSA from varied theoretical foundations, methodologies, and perspectives. Below, we describe possible topics from current issues in STSA and TESOL and their intersection, and from calls to examine “language teaching and learning and the changing ecological landscape where it occurs” (TESOL International Association, 2014, p. 8).…”

Section: The Nexus Of Short‐term Study Abroad and Tesol In Research A...mentioning

confidence: 99%

“…While a series of reports (e.g., British Council, 20122012; Institute of International Education, 2018) detail chronological trends related to international students’ backgrounds and enrollments in Anglophone institutions, comparatively little information is available as to the development, implementation, and efficacy of such SA programs. Notwithstanding the plethora of research on SA and its implications for sojourners’ second language (L2) and cross‐cultural learning through a variety of methods and perspectives (see De Costa, Rawal, & Zaykovskaya, 2017; Lewin, 2010; Sanz & Morales‐Front, 2018; Tullock & Ortega, 2017), this line of scholarship has focused primarily on Anglophone U.S. or U.K. students studying abroad (see Coker, Heiser, & Taylor, 2018 for a review of learning outcomes associated with STSA for these students). Scant work has thus far investigated how Anglophone universities attempt to support sojourners’ L2 learning in STSA, and similarly, how sojourner identities, goals, and practices shape are shaped by their participation in these shorter experiences in the L2 environment.…”

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confidence: 99%

Short‐Term Study Abroad in TESOL: Current State and Prospects

Kang

Pacheco

2021

TESOL Quarterly

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In line with the fiscal, structural, and academic shifts in higher education, a growing number of universities in English‐speaking countries develop and deliver short‐term study‐abroad (STSA) programs that are shorter than a regular academic term, often under contract with sending universities and governments from non‐English‐speaking countries. Distinct from the well‐established scholarship in SA largely focused on American and European university students going abroad to improve their foreign language skills (c.f., Kinginger, 2008; Mitchell, Tracy‐Ventura, & McManus, 2017), there is an emerging area of inquiry in which Anglophone institutions of higher education host students and (para)professionals from non‐English‐speaking countries for academic and cultural enrichment, as well as for English language teaching. To address the nascent transnational trend, broadly related to ESL in higher education, this article provides an overview of the current state and prospects associated with STSA. After laying out the groundwork for SA, this article identifies the unique scope and potential area of inquiry related to STSA hosted by Anglophone institutions of higher education. The overview article then proposes a potential research agenda that encompasses sojourner identity, goals, and practices vis‐a‐vis institutional goals and practices at the intersection of SA and TESOL.

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“…In addition to investigating the identities of heritage language learners, another promising research context is study abroad, especially given the growing number of such programs offered by universities (see Kinginger 2011; Magnan & Lafford 2012; Benson et al 2013; Wernicke 2014; De Costa, Rawal & Zaykovskaya 2017). According to Magnan & Lafford (2012), to facilitate student linguistic success abroad, candidates ought to engage in social computing networks with their future host families before arrival on site, receive extensive departure training about the target culture, live in interactive home stay situations, and participate in service learning and internships to practice the target language.…”

Section: Research Agendas and Research Tasksmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

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129

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The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

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Introduction: Methodological diversity and innovation in study abroad research

Cited by 6 publications

References 60 publications

How institutional and interpersonal variables impact international L2 students’ language gains at university

How institutional and interpersonal variables impact international L2 students’ language gains at university

Short‐Term Study Abroad in TESOL: Current State and Prospects

Research tasks on identity in language learning and teaching

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