1st Edition

The Routledge Handbook of Study Abroad Research and Practice

Edited By Cristina Sanz, Alfonso Morales-Front Copyright 2018
    592 Pages
    by Routledge

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    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.

    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.
    Tim McCormick
    Survey of methodological approaches
    3. Quantitative approaches for study abroad research
    Sarah Grey
    4. Qualitative approaches for study abroad research
    Natalia Curto Garcia-Nieto

    B. Language development and personal growth: Key areas
    Phonological development
    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.
    Jorge Mendez-Seijas
    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.
    Wei Ren
    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
    Clare Wright
    12. Utterance fluency in the study-abroad context: An overview of research methodologies
    Lorenzo García-Amaya
    13. Exploring L3 fluency development during a three-month stay abroad through a dialogic task
    Maria Juan-Garau
    Lexical development
    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
    Personal growth
    16. Project Perseverance: Creating a culture of engagement during study abroad
    R. Kirk Belnap, Jennifer Bown and Thomas Bown
    17. Identity and study abroad
    Brandon Tullock

    C. The program: Study abroad settings
    Length of stay
    18. Length of time abroad and language ability: Comparing means using a latent approach
    Lin Gu
    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.
    Silvia Marijuan.
    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
    Proficiency levels
    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?
    Àngels Llanes
    Intercultural sensitivity
    31. Unpacking the study abroad experience: An intercultural process
    Kacy M. Peckenpaugh

    E. Applications
    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