Anglophone Students Abroad: Identity, Social Relationships, and Language Learning, 1st Edition (Hardback) book cover

Anglophone Students Abroad

Identity, Social Relationships, and Language Learning, 1st Edition

By Rosamond Mitchell, Nicole Tracy-Ventura, Kevin McManus


266 pages

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pub: 2017-03-30
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Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad.

The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.

Table of Contents

List of tables

List of figures


Chapter 1: Introduction

1.1 Sojourning abroad in an age of global English

1.2 Anglophone traditions in the language learning sojourn

1.3 Researching the Anglophone language learning sojourn

1.3.1 An SLA research tradition

1.3.2 Studying the context for L2 development

1.3.3 An emergent sociocultural tradition

1.4 The LANGSNAP project

1.5 Outline of the book

Chapter 2: Language learning during residence abroad: key constructs

2.1 Introduction

2.2 Language

2.2.1 The target language construct and the goals of language education

2.2.2 The ideal of "immersion"

2.2.3 Language variation and pluralism in everyday practice

2.2.4 Sojourner perspectives on target language variation and multilingualism

2.2.5 Empirical studies of sojourner’s language practices

2.2.6 Language learning and development during the sojourn abroad

2.2.7 The CAF framework

2.3 Identity

2.3.1 Views of identity in SLA

2.3.2 Identity in study abroad research

2.3.3 Identity: a summing up

2.4 Culture

2.4.1 Conceptualisations of culture in language education

2.4.2 Intercultural learning in study abroad

2.5 Communities and social networks

2.5.1 Student communities and social relations

2.5.2 Role-related settings and practices for the sojourn abroad

2.5.3 Domestic settings during the sojourn

2.5.4 Leisure practices during the sojourn

2.5.5 Social networking during the sojourn

2.5.6 Home contacts and communication practices

2.6 Conclusion

Chapter 3: The LANGSNAP project: design and methodology

3.1 Introduction

3.2 Project aims and design

3.3 Participants

3.4 Procedure for data collection

3.5 Project instruments

3.5.1 Elicited Imitation Test (EIT)

3.5.2 Oral interview

3.5.3 Oral picture-based narratives

3.5.4 Argumentative essay

3.5.5 The X-Lex test

3.5.6 The Language Engagement Questionnaire (LEQ)

3.5.7 The Social Networks Questionnaire (SNQ)

3.5.8 The Multicultural Personality Questionnaire (MPQ)

3.5.9 Reflective interview

3.5.10 Additional data sources

3.6 Creation of learner corpus

3.7 Analysis of complexity, accuracy and fluency (CAF)

3.7.1 Syntactic complexity

3.7.2 Lexical complexity

3.7.3 Accuracy

3.7.4 Fluency

3.8 Analyses of social data

3.9 Conclusion

Chapter 4: Linguistic development in French

4.1 Introduction

4.2 L2 French development during study abroad

4.2.1 Sociolinguistic development

4.2.2 General proficiency in L2 French

4.2.3 Fluency in L2 French

4.2.4 Accuracy in L2 French

4.2.5 Syntactic complexity in L2 French

4.2.6 Lexical development in L2 French

4.3 French language development in the LANGSNAP project

4.3.1 Measurement of overall proficiency: The French Elicited Imitation Test

4.3.2 Fluency development: French group

4.3.3 Accuracy development in speech: French group

4.3.4 Accuracy development in writing: French group

4.3.5 Development of syntactic complexity: French group

4.3.5 Development of lexical complexity: French group

4.3.6 Receptive lexical development: French group

4.4 Conclusion

Chapter 5: Linguistic development in Spanish

5.1 Introduction

5.2 Background

5.2.1 General proficiency in L2 Spanish

5.2.2 Fluency in L2 Spanish (oral and written)

5.2.3 Accuracy in L2 Spanish (oral and written)

5.2.4 Syntactic complexity in L2 Spanish

5.2.5 Lexical complexity in L2 Spanish

5.2.6 Summary

5.3 Spanish language development in the LANGSNAP project

5.3.1 Measurement of overall proficiency: the Spanish Elicited Imitation Test

5.3.2 Fluency development in speech: Spanish group

5.3.3 Fluency development in writing: Spanish group

5.3.4 Accuracy development in speech: Spanish group

5.3.5 Accuracy development in writing: Spanish group

5.3.6 Development of syntactic complexity: Spanish group

5.3.7 Development of lexical complexity: Spanish group

5.3.8 Receptive lexical development: Spanish group

5.4 Comparing linguistic development in the Spanish and French groups

Chapter 6: Social networks and social relationships during the sojourn

6.1 Introduction

6.2 Social networking: the quantitative findings

6.2.1 Size of sojourners’ social networks

6.2.2 Strength of network ties

6.2.3 Intensity of social networks: the "Top Five"

6.2.4 Two social networking indices

6.3 Making and sustaining social relationships during the sojourn

6.3.1 Presojourn hopes

6.3.2 Potential for early social contacts: the domestic and leisure domains

6.3.3 Friendships with international peers

6.3.4 Friendships with local peers

6.3.5 Informal social relationships with other age groups

6.3.6 Gender and romantic partnerships

6.3.7 Sustaining relationships with home networks

6.4 Conclusion

Chapter 7: Language practices insojourn

7.1 Introduction

7.2 Language engagement: the quantitative survey

7.2.1 French and English use in France

7.2.2 Spanish and English use in Spain

7.2.3 Spanish and English use in Mexico

7.2.4 Other languages used in France, Spain and Mexico

7.3 Qualitative accounts of language practices

7.3.1 Introduction: structure and agency in language choice

7.3.2 Negotiating the use of French and Spanish

7.3.3 Using English

7.3.4 Using other languages

7.4 Conclusion

Chapter 8: L2 identity and the ideal L2 self

8.1 Introduction: the foundations of L2 identity

8.2 Traditional demographic factors: gender, nationality, culture and social class

8.2.1 Gender

8.2.2 Nationality and culture

8.2.3 Social class and ethnicity

8.2.4 Traditional demographic factors: conclusion

8.3 The sojourner identity

8.3.1 The temporary sojourner

8.3.2 The student identity downshifted

8.3.3 Coming of age

8.4 The L2 self

8.4.1 Identity-related L2 proficiency

8.4.2 An interim ideal L2 self

8.5 The return to study

8.5.1 Foregrounding of student identity

8.5.2 Transnational futures

8.6 Conclusion

Chapter 9: The L2 impact of the sojourn experience

9.1 Introduction

9.2 Relations among social networking, language engagement and L2 development: the quantitative evidence

9.2.1 Relations between SNI, LEQ and L2 performance measures

9.3 Examining learning gains

9.3.1 Defining learning gain scores

9.3.2 Relations between SNI, LEQ and learning gain scores

9.4 Explaining learning gains: a case study approach

9.4.1 Identifying the fastest-progressing sojourners

9.4.2 Case studies of "high gain" sojourners

9.5 Discussion and conclusion

9.5.1 Overview of "high gain" sojourners

9.5.2 The L2 challenges of network intensity

Chapter 10: Advising and supporting Anglophone sojourners: key issues


About the Authors

Rosamond Mitchell is Emeritus Professor of Applied Linguistics in the Department of Modern Languages at the University of Southampton. Nicole Tracy-Ventura is Assistant Professor of Applied Linguistics in the Department of World Languages at the University of South Florida.

Kevin McManus is a British Academy Postdoctoral Fellow in the Centre for Language Learning Research at the University of York.

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