Researching Second Language Acquisition in the Study Abroad Learning Environment

Isabelli-García, Christina L.; Isabelli, Casilde A.

doi:10.1007/978-3-030-25157-4

Cited by 19 publications

(14 citation statements)

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“…In this section I provide readers with a selective overview of what is known about L2 development during and following SA, paying particular attention to the development of L2 skills in complexity, accuracy, fluency, and lexis (or CAFL, see Housen et al, 2012; for more general overviews of linguistic development during SA, see Isabelli-García & Isabelli, 2020;Sanz & Morales-Front, 2018). The principal reason for focusing on CAFL rather than providing a broader account of language development during SA is that this linguistic framework has guided a large amount of SA research in recent years.…”

Section: L2 Development and Study Abroadmentioning

confidence: 99%

“…In summary, a large amount of SLA research is agreed that SA is more beneficial for oral fluency and vocabulary skills than accuracy and complexity (e.g., DeKeyser, 2014;Howard & Schwieter, 2018;Isabelli-García & Isabelli, 2020). In addition, a small but growing body of research has provided rich accounts of learners' social networks and explored possible connections with language development (e.g., Baten, 2020;McManus, 2019;Mitchell et al, 2017).…”

Section: L2 Development and Study Abroadmentioning

confidence: 99%

“…Understanding the ways in which study abroad and/or immersion experiences can shape second language learning constitutes a vibrant domain of second language acquisition (SLA) research (for recent reviews, see Isabelli-García & Isabelli, 2020;. This is because researching language learning during study abroad (SA) allows us to better pinpoint some of the ways in which contextual factors shape language development.…”

Section: Introductionmentioning

confidence: 99%

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Practice in study abroad contexts

McManus¹

2023

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This chapter reviews current findings about practice during study abroad from a Skill Acquisition Theory perspective. The chapter begins by reviewing main findings from the study abroad literature about linguistic development and then considers how researching learners’ social networks can contribute to theorization about practice in L2 development. Also reviewed are how three principles of effective practice can help us to understand the specific ways that practice can lead to L2 development as well as how SA programs might structure opportunities for language use to promote linguistic development. Recommendations for future work are outlined.

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Section: L2 Development and Study Abroadmentioning

confidence: 99%

Section: L2 Development and Study Abroadmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Practice in study abroad contexts

McManus¹

2023

Preprint

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“…The findings showed that half of the studies were conducted in either the study abroad or home context. The role of these two contexts in second language acquisition, including ICC, has received great attention in many studies in the past two decades (e.g., Collentine & Freed, 2004;Isabelli-García & Isabelli, 2020;Kinginger, 2009Kinginger, , 2013Mitchell & Tyne, 2021). These studies have unveiled the role that classroom and/or study abroad have on self-regulatory strategies of L2 learners (e.g., Allen, 2013), intercultural mindset (e.g., Jackson, 2013), oral proficiency (e.g., Magnan & Back, 2007), grammatical competence (e.g., Lafford, 2006), and learner motivation (e.g., Bataller, 2010).…”

Section: Discussionmentioning

confidence: 99%

Learner variables in the development of intercultural competence: A synthesis of home and study abroad research

2022

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To provide insights into a wide array of individual learner variables implicated in intercultural education in home and study abroad contexts, this study systematically reviewed the effects of such variables on the development of intercultural competence. The corpus consisted of 56 journal articles published over the past two decades (2000-2020). The purpose of this study was to explore: (a) learner variables that were described in research on intercultural competence, including, inter alia, their age, gender, first language (L1) background, proficiency level, and attitudinal orientations; (b) settings in which learners’ intercultural development was studied, including both home contexts and study abroad contexts; and (c) effects of learner variables on the development of their intercultural competence. The results of this synthesis indicate that a growing number of studies have started to document intercultural instruction in both home and study abroad contexts. They show how learner variables were considered in conducting these studies and how variation in these variables impacted the effectiveness of instruction that targeted intercultural competence. The findings can considerably broaden our understanding of both opportunities and constraints in intercultural education in terms of learner variables and in particular variables that make the most contribution to intercultural development in home and study abroad contexts.

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“…Some academic practices already exist that seem to put a heavier weight on the circuitry involving the BG. For example, learning a foreign language through immersion is becoming increasingly popular (Cenoz & Gorter, 2015;Isabelli-García & Isabelli, 2020). For example, if someone wants to learn Spanish, spending 2-3 months in Spain can boost their knowledge of the Spanish language to a greater extent than staying in their home country and studying that foreign language for an equal amount of time.…”

Section: Competitive Neurocognitive Functions In Schoolsmentioning

confidence: 99%

Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond

Németh¹,

Schipper²,

Plèche³

et al. 2020

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There has been a growing interest in incorporating psychological and neuroscientific knowledge about the development of cognitive functions in educational policies and academic practices. In this paper, we argue that the current knowledge about the interactions between these functions and their neurodevelopmental characteristics should also be considered in order to develop practices that could be better suited to pupils depending on their age. To facilitate this, we review current neuroscientific knowledge on the competitive interactions between two neural circuitry underlying distinct learning functions, their developmental trajectories and how they are linked to other functions such as cognitive control. The incorporation of this knowledge in education could help improve academic outcomes.

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Researching Second Language Acquisition in the Study Abroad Learning Environment

Cited by 19 publications

References 0 publications

Practice in study abroad contexts

Practice in study abroad contexts

Learner variables in the development of intercultural competence: A synthesis of home and study abroad research

Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond

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