The Routledge Handbook of Study Abroad Research and Practice is an authoritative overview of study abroad and immersive context research specifically situated within applied linguistics and Second Language Acquisition (SLA) for graduate students and researchers in these fields. Featuring contributions from established scholars from around the world, this volume provides in-depth coverage of the theoretical approaches and methodologies used in study abroad and applied linguistics research, and examines their practical implications on program implementation. The Handbook is organized around core areas of research and practice: language development and personal growth; study abroad settings; individual differences of learners; and applications concerning the preparation of students, teachers, and administrators for study abroad, the role of study abroad in foreign language curricula, and future directions. This handbook is the ideal resource for graduate students, researchers, and administrators interested in learning more about linguistic and personal development during study abroad.
Table of Contents
Issues in study abroad research and practice
Cristina Sanz & Alfonso Morales-Front
A. Theoretical and methodological approaches to study abroad
Survey of theoretical approaches
1. Variationist research methods and the analysis of second language data in the study abroad context
Kimberly Geeslin & Jordan Garrett
2. Psycholinguistic, cognitive and usage-based approaches to study abroad research.
Survey of methodological approaches
3. Quantitative approaches for study abroad research
4. Qualitative approaches for study abroad research
Natalia Curto Garcia-Nieto
B. Language development and personal growth: Key areas
5. Acquisition of phonetics and phonology abroad: what we know and how
Megan Solon & Avizia Yim Long
6. L2 Spanish intonation in a short-term study abroad program.
7. Being polite at the railway or bus station: How role-play can illustrate the differences between Study Abroad groups vs Heritage Students and At-Home groups of Spanish L2 university learners.
Lourdes Díaz, Mariona Taulé & Núria Enríquez
8. Developing L2 pragmatic competence in study abroad contexts.
9. The development of second language grammar in a study abroad context.
Martin Howard & John W. Schwieter
10. Benefits of study abroad and working memory on l2 morphosyntactic processing
Nuria Sagarra & Ryan Labrozzi
Oral fluency and complexity
11. Effects of time and task on L2 Mandarin Chinese language development during study sbroad
12. Utterance fluency in the study-abroad context: An overview of research methodologies
13. Exploring L3 fluency development during a three-month stay abroad through a dialogic task
14. Vocabulary acquisition during study abroad: A comprehensive review of the research
Victoria Zaytseva, Carmen Pérez-Vidal & Imma Miralpeix
Communication and/or learning strategies
15. Language learning strategy use by learners of Arabic, Chinese, and Russian during study abroad
Jeffery R. Watson & Gregory Ebner
16. Project Perseverance: Creating a culture of engagement during study abroad
R. Kirk Belnap, Jennifer Bown and Thomas Bown
17. Identity and study abroad
C. The program: Study abroad settings
Length of stay
18. Length of time abroad and language ability: Comparing means using a latent approach
19. A short-term study abroad program: An intensive linguistic and cultural experience on a neighboring Pacific Island
Diane de Saint-Léger & Kerry Mullan
Family vs. dorm stays
20. Interactional development through dinnertime talk: The case of American students in Chinese homestays
Wenhao Diao, Yi Wang, Anne Donovan, Margaret Malone
Sheltered programs, direct matriculation programs, hybrid programs
21. Making a difference through talk: Spanish heritage speakers as language exchange partners in a hybrid study abroad program.
Service learning programs, professional programs
22. Curricula crossing borders: Integrating multicultural and multilingual teacher education courses in study abroad.
Eric Bybee, Julia Menard Warwick, Enrique David Degollado, Deb Palmer, Shannon Kehoe, Luis Urrieta Jr.
23. Development of critical intercultural communicative competence and employability in work abroad programs: A UK perspective.
Sandra Y. Lopez-Rocha.
Language Program Components
24. Interaction and corrective feedback in study abroad.
Lara Bryfonski & Alison Mackey
D. The person: Individual differences
Aptitude, motivation, anxiety, working memory
25. Study abroad and L2 learner attitudes
Kimberly L. Geeslin & Lauren B. Schmidt
26. The role of cognitive aptitudes in a study abroad language learning environment.
Medha Tare, Ewa Golonka, Alia K. Lancaster, Carrie Bonilla, Catherine J. Doughty, R. Kirk Belnap & Scott R. Jackson
27. Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidence
Mandy Faretta-Stutenberg & Kara Morgan-Short
Experienced learners (bilinguals), Heritage Language Learners
28. Spanish heritage language learners in study abroad across three national contexts
Tracy Quan, Rebecca Pozzi, Shannon Kehoe & Julia Menard-Warwick
29. Proficiency levels in study abroad: Is there an optimal time for sojourning?
Bernard Issa & Janire Zalbidea
30. What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting?
31. Unpacking the study abroad experience: An intercultural process
Kacy M. Peckenpaugh
Preparing students for study abroad
32. The role of individual factors in students’ attitudes toward credit-bearing pre-departure classes: implications for practice.
Lisa M. Kuriscak & Kelly J. Kirkwood
Educating teachers and administrators on study abroad
33. Linking high-impact immersion to study abroad: Higher education faculty and staff make connections
Delane Bender-Slack & Diane Ceo-DiFrancesco
Where study abroad fits in the foreign language curriculum
34. When some study abroad: How returning students realign with the curriculum and impact learning
Paula Winke and Susan Gass
The future of study abroad
35. History and current trends in U.S. study abroad.
Amelia J. Dietrich
Cristina Sanz is Professor of Spanish Linguistics, Chair of the Department of Spanish and Portuguese and Director of the Barcelona Summer Program at Georgetown University.
Alfonso Morales-Front is Associate Professor of Spanish Linguistics and Director of the Spanish Summer Institute and the Quito Summer Program at Georgetown University.
"This authoritative volume exemplifies the contemporary state of the art in research on language learning in study abroad contexts, representing a broad range of theoretical frameworks and methodological approaches. It should be required reading for researchers in this field as well as for language education professionals involved in international education."
Celeste Kinginger, Pennsylvania State University, USA