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Intervening in the intercultural learning of L2 study abroad students: From research to practice*

  • Jane Jackson (a1)
Abstract

As internationalization efforts intensify, institutions of higher education (HE) across the globe are increasing participation rates in study abroad programs. In this paper I argue that international experience alone is often not enough to propel students to higher levels of second language (L2) proficiency, global-mindedness, and intercultural sensitivity. Challenging the ‘immersion assumption’, contemporary study abroad research findings point to the need for interventions to deepen and extend the language and intercultural learning of student sojourners. To optimize the potential of study abroad, it is imperative that more efforts be made to bridge the research–teaching nexus. To underscore this point, I offer examples of two courses for student sojourners that have been inspired by my own research. While both interventions were developed in an Asian context, the approach and methodology may resonate with educators and students in other regions.

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Revised version of a plenary address given at the Hong Kong Association of Applied Linguistics conference, Hong Kong SAR, 11 June 2016.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

H. W. Allen (2013). Self-regulatory strategies of foreign language learners: From the classroom to study abroad and beyond. In C. Kinginger (ed.), Social and cultural aspects of language learning in study abroad. Amsterdam and Philadelphia: John Benjamins, 4772.

L. Brown (2009). A failure to communicate on the cross-cultural campus. Journal of Studies in International Education 13.4, 439454.

J. Coleman (2013). Researching whole people and whole lives. In C. Kinginger (ed.), Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins, 1744.

E. Gareis (2012). Intercultural friendship: Effects of home and host region. Journal of International and Intercultural Communication 5.4, 309328.

B. Hendrickson , D. Rosen & R. K. Aune (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations 35.3, 281295.

J. Jackson (2010). Intercultural journeys: From study to residence abroad. Basingstoke: Palgrave MacMillan.

J. Jackson (2014). Introducing language and intercultural communication. London: Routledge.

J. Jackson (2015a). Preparing students for the global workplace: The impact of a semester abroad. Language and Intercultural Communication 15.1, 7691. https://dx.doi:10.1080/14708477.2014.985307.

J. Jackson (2015b). Becoming interculturally competent: Theory to practice in international education. International Journal of Intercultural Relations 48, 91107. doi: 10.1016/j.ijintrel.2015.03.012.

J. Jackson (2016a). The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment. Study Abroad Research in Second Language Acquisition and International Education 1.1, 433. http://dx.doi.10.1075/sar.1.1.01jac.

C. Kinginger (2009). Language learning and study abroad: A critical reading of research. Houndsmills, Basingstoke: Palgrave/Macmillan.

C. Kinginger (2013). Identity and language learning in study abroad. Foreign Language Annals 46.3, 339358.

S. M. Knight & B. C. Schmidt-Rinehart (2002). Enhancing the homestay: Study abroad from the host family perspective. Foreign Language Annals 35.2, 190201.

L. Lee (2009). Scaffolding collaborative exchanges between expert and novice language teachers in threaded discussions. Foreign Language Annals 42.2, 212228.

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Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
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