The Homestay Component of Study Abroad: Three Perspectives

Schmidt-Rinehart, Barbara C.; Knight, Susan

doi:10.1111/j.1944-9720.2004.tb02198.x

Cited by 89 publications

(70 citation statements)

References 4 publications

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“…Allen et al (2006) found that students who lived with host families showed progress in linguistic knowledge and a level of identification with the target culture much higher than students who stayed in dormitories or student residences. Knight and Schimdt-Rienhart (2002), Knight (2004), andMcMeekin (2006) have provided examples of the positive effects associated with staying with host families who assumed a cooperative role, but on the other hand, Isabelli-García (2006) and Jackson (2009) have shown how the interaction with the family can sometimes be troubled or almost nonexistent, thus preventing the practice of language and the development of communicative competence and intercultural sensitivity.…”

Section: Discussionmentioning

confidence: 99%

“…Research studies such as those by Knight and Schimdt-Rienhart (2002), Schmidt-Rinehart and Knight (2004), andMcMeekin (2006) show that when host families play a cooperative role, this facilitates high quality interaction that allows students to practice the language, be corrected and receive new input at the same time, which very positively affects the development of linguistic and cultural knowledge. On the other hand, Isabelli-García (2006) shows in his research work an example of the adverse effect of staying with a family where the student is considered a tenant who rents a room.…”

Section: Extra-linguistic Factors That Affect the Learning Process Abmentioning

confidence: 99%

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Second Language Acquisition in a Study Abroad Context: Findings and Research Directions

Pinar

2016

Colomb. Appl. Linguist. J

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The idea that living or studying in the target language country is essential in order to improve linguistic knowledge and understand its culture is widespread. Since the 1980’s, a large amount of research has been conducted in order to describe empirically the linguistic benefits gained from the study abroad context. However, over the last decade researchers have expanded research fields and studied important aspects such as the development of intercultural competence and the influence of extra-linguistic factors during study abroad. The aim of this paper is to present a review and synthesis of the most relevant research projects undertaken during the last decade, highlight the different research lines that have been recently utilized, and comment on their findings. This paper also proposes new research directions that could allow us to understand the deeper complexities of the study abroad learning context.

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Section: Discussionmentioning

confidence: 99%

Section: Extra-linguistic Factors That Affect the Learning Process Abmentioning

confidence: 99%

Second Language Acquisition in a Study Abroad Context: Findings and Research Directions

Pinar

2016

Colomb. Appl. Linguist. J

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“…Reasons could include FNS simply doing most of the talking and lack of confidence when speaking with FNS. Schmidt-Rinehart and Knight [29], for example, reported that some of the American students in homestay situations in Spain and Mexico complained that the "senora" (i.e., their host mother) spoke so much that they did not get much opportunity to practice speaking Spanish at home. Ingram [27] also described how American college students in a study abroad program in France found it much less intimidating to speak to French high school students who were younger than them.…”

Section: The Usefulness Of Language Contact: Getting Speaking Practicementioning

confidence: 99%

The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

Oya¹,

Manalo²,

Greenwood³

2009

TOALJ

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This study examined the influence of language contact and vocabulary knowledge on the speaking performance of 73 Japanese students in English language schools in New Zealand. The participants completed a language contact profile questionnaire and a vocabulary test, and were administered a story retelling task (which constituted the measure of speaking performance). The results revealed that vocabulary knowledge correlated with fluency, accuracy, complexity, and global impression aspects of speaking performance. Time spent on the following were also found to correlate positively with various aspects of speaking performance: studying English, staying in English-speaking countries, speaking English outside of school, speaking English with non-native English speakers, and reading. In contrast, time spent watching television was found to negatively correlate with speaking accuracy.

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“…Yet previous studies have made contradictory findings, with some supporting the benefits of homestay (Allen, Dristas & Mills, 2007;Hashimoto, 1993;Knight & Schmidt-Rinehart, 2002;Makino, 1996;McMeekin, 2006;Schmidt-Rinehart & Knight, 2004), and others questioning its efficacy (Campbell, 2004;Rivers, 1998;Wilkinson, 1998). As will be shown in the literature review in Chapter 2, it is impossible to provide a single description of what homestay life is like as it partially depends on the nexus between host countries and students' countries of origin.…”

Section: Lengthmentioning

confidence: 99%

“…Data collection methods vary with questionnaires, semi-structured interviews with students, host families or both students and host families. Some of these studies supplement interview data with questionnaires, student diaries and/or recorded conversations between students and host families (Knight & Schmidt-Rinehart, 2002;Schmidt-Rinehart & Knight, 2004;Tanaka, 2007;Wilkinson, 1998).…”

Section: Participants' Overall Evaluations Of Their Homestay Experiencementioning

confidence: 99%

Australian university students and their Japanese host families in short-term homestays: perceptions, intercultural issues and relational dynamics

Parry¹

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Study Abroad (SA) is increasingly promoted by Australian universities and undertaken by students. SA places students in direct contact with other cultures, which can be an opportunity for language and culture learning, fostering intercultural friendships and understanding. Among Australian students studying in Japan, a popular option is a short-term program that includes a homestay: two or three weeks staying in the home of a local family.Although considerable literature is available investigating SA for one or two semesters, relatively few studies have examined short-term homestays. Similarly, the literature on Australians on SA programs in Japan is scarce, and does not focus on short-term homestays.However, the length of stay, the accommodation situation, and the particular combination of cultures involved are crucial components that determine students' experiences abroad and affect adjustment and learning. For these reasons, short-term homestay by Australian students in Japan warrants a dedicated study examining this particular SA context.The present study therefore investigates the specific ways in which being immersed in a new family situation for a short, concentrated period shapes the intercultural experiences of both Australian university students and the Japanese hosts of such students. It is a qualitative exploratory study examining the relational dynamics arising from this quite particular situation, and their effect on communication and expectations both during and after the homestay.The present project also differs from previous studies of SA in its focus on accounts of the homestay experience rather than on SA outcomes, and in the equal weight it gives to the perceptions of students and host families, rather than privileging student perceptions, in order to provide insights into the different beliefs, assumptions and expectations underlying misunderstandings and/or conflicts.Qualitative data were collected from three sources. Semi-structured in-depth interviews were conducted with nine Australian university students and nine host families (10 host parents) who participated in short-term Japanese homestays in 2009. These data were supplemented by diaries that the students kept about their intercultural experiences during their stay. In addition, the information provided to students and host families by the homestay organisers was examined. Content analysis of all data was undertaken to discover the ways in which ii both the students and host families assumed their roles and the expectations they held of each other and of homestay more generally. Three main themes emerged: expectations regarding the roles of family members during the stay, expectations of post-homestay relationships, and expectations of what intercultural learning should consist of. Some differences were evident in these expectations between host families and students, which also varied according to the gender, age and background of the interviewees.The analysis shows that both the students and their host families expected to...

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The Homestay Component of Study Abroad: Three Perspectives

Cited by 89 publications

References 4 publications

Second Language Acquisition in a Study Abroad Context: Findings and Research Directions

Second Language Acquisition in a Study Abroad Context: Findings and Research Directions

The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

Australian university students and their Japanese host families in short-term homestays: perceptions, intercultural issues and relational dynamics

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