TY - JOUR
T1 - Enhancing language learning in study abroad
AU - Kinginger, Celeste
N1 - Funding Information:
This research was supported by a grant from the United States Department of Education (CFDA 84.229, P229A020010) to the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University. However, the contents do not necessarily represent the policy of the Department of Education and one should not assume endorsement by the Federal Government.
PY - 2011/3
Y1 - 2011/3
N2 - Research demonstrates that study abroad can have a positive impact on every domain of language competence, and that it is particularly helpful for the development of abilities related to social interaction. However, some results suggest that study abroad intensifies individual differences in achievement: Certain students thrive while others founder. Qualitative studies provide insight into the sources of these differences both in the stances that students adopt toward their host communities and in the ways in which they are received. Overall, the research points to a need for language learners' broader engagement in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced awareness of language itself. This article offers a rationale, based on the current state of the art in research, for including the expertise of language educators in the choice and design of study abroad programs. Students will benefit from programs specifically designed to foster language learning through observation, participation, and reflection.
AB - Research demonstrates that study abroad can have a positive impact on every domain of language competence, and that it is particularly helpful for the development of abilities related to social interaction. However, some results suggest that study abroad intensifies individual differences in achievement: Certain students thrive while others founder. Qualitative studies provide insight into the sources of these differences both in the stances that students adopt toward their host communities and in the ways in which they are received. Overall, the research points to a need for language learners' broader engagement in local communicative practices, for mindfulness of their situation as peripheral participants, and for more nuanced awareness of language itself. This article offers a rationale, based on the current state of the art in research, for including the expertise of language educators in the choice and design of study abroad programs. Students will benefit from programs specifically designed to foster language learning through observation, participation, and reflection.
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U2 - 10.1017/S0267190511000031
DO - 10.1017/S0267190511000031
M3 - Review article
AN - SCOPUS:84864635559
SN - 0267-1905
VL - 31
SP - 58
EP - 73
JO - Annual Review of Applied Linguistics
JF - Annual Review of Applied Linguistics
ER -