This study fills a void in the research field of Spanish as a heritage language by investigating the effects of an immersion experience on the writing development of Spanish heritage language (HL) learners after a semester and an academic year abroad. Previous research on study abroad (SA) has primarily focused on L2 learners, and only a few studies have focused on students who have spent an entire academic year abroad (see Isabelli-García, Bown, Plews & Dewey, 2018; and Lafford & Uscinski, 2014, for an overview of research on Spanish as a second language in SA contexts). Regarding HL learners, a much smaller number of studies have examined the experiences of these students in immersion settings (see Shively, 2016, 2018 for thorough reviews); and the literature to date makes unclear the extent to which residence abroad has any measurable impact on different aspects of their linguistic performance. For this study, data were collected from 22 advanced Spanish HL learners who spent a semester or an academic year abroad in Spain. Writing development was assessed based on personal narratives collected at three different times throughout the sojourn abroad. These narratives were analyzed to determine the impact of length of stay abroad on different measures of complexity, accuracy and fluency (CAF). Results show an increase over time on syntactic complexity (measured as clauses per T-unit) and grammatical accuracy (measured as percentage of error-free T-units). Findings are discussed in light of previous research on HL learner’s writing development and the potential benefits of an immersion setting for language learning.

The present study analyzed the requests and apologies of 67 U.S. American study abroad students before and after spending one semester in a Spanish-speaking country. Ratings of students' pragmatic appropriateness by Spanish native speakers indicated that, overall, students improved their request and apology performance over the course of the semester. An analysis of students' request and apology strategy use, both pre-and post-study abroad, found that in certain ways students shifted their behavior to more closely resemble that of Spanish native-speaker baseline data, but that in some cases, they also remained or moved away from native-speaker norms. Another objective of the study was to examine the possible associations between students' background characteristics, contact with Spanish, and gains in intercultural sensitivity with gains over time in rated request and apology performance. Of these variables, only two of the language contact variables yielded statistically significant results. This study contributes to our understanding of second language pragmatic development and the influence of individual characteristics and environmental factors.

The study reported in this chapter focuses on the effect that a 2 to 4 week pre-sessional course at Aix-Marseille University had on Foreign Language Anxiety (FLA) and Willingness to Communicate (WTC) in the French as a foreign language of 93 learners of European and Asian origin, who ranged from beginners to intermediate learners. They were tested at the start and at the end of the course. Results showed a significant decrease in levels of FLA and a significant increase inWTC. Length of stay had no effect on FLA, but was positively linked to difference in WTC. Level of proficiency had no effect on difference in FLA but had a positive effect on difference in WTC, with lower-intermediate learners showing the biggest increase in WTC. Students’ cultural background had a significant effect on FLA and WTC at Time 1, with the Asian group reporting more FLA and less WTC.

All students in the Faculty of Foreign Language Studies at Kansai University are required to study abroad for approximately ten months during their second year. One daunting aspect for students abroad may be how to deal with financial problems. This paper analyses the stressful but ultimately successful email negotiation by Mariko Tanaka (pseudonym) to get her funds returned by John Solo at Inhabil Bank (both pseudonyms). After using a schematic Move analysis, this paper discusses the strategies used by the client and the bank, and highlights the essential Moves that led to the successful conclusion of negotiation. The implications are then discussed from two perspectives. First, I suggest ways that the bank can improve customer service through improved communication and a proactive problem-solving approach. Second, I look at the perspective of the clients (in particular, students from Japan) by discussing how knowledge of cultural differences, the banking system and email communication can help them to deal with this type of problem.

Education abroad programs are becoming more common as a mechanism for developing the global competencies of engineering graduates. An increasing body of research shows that intercultural learning does not occur de facto in such programs. This study used quantitative and qualitative methods to explore changes in students’ intercultural sensitivity over the course of a project-based education abroad experience in Thailand that was designed with proactive interventions to foster intercultural learning. In addition, we aimed to compare the intercultural development of students in U.S.-only project teams with those who were in cross-national teams with students from a partner university. Although the study group as a whole did not show a statistically significant gain in a quantitative measure of intercultural sensitivity, greater gains were seen from students in crossnational teams. A few qualitative results suggest learning that was not evident from quantitative measures. Overall, this...

To assess the impact of business students’ international experience during college on their post-graduation careers, the authors of this study surveyed alumni from The Kelly School of Business at Indiana University who were five to ten years into their careers. The goal of the research was to determine the impact of international experience on alumni’s career paths. In addition, the survey sought to compare the career paths of alumni who studied abroad to those who did not study abroad.

Jennifer Bryson describes her experience spending her sophomore year of college in 1986-1987 in the German Democratic Republic, where she studied Marxism-Leninism at the Karl Marx University in Leipzig. She offers advice for other Americans interested in studying in the GDR.

The purpose of this article is to examine the personal, academic, and professional experiences of five Japanese university students who did short-term academic internships in three southeast Asian nations. Since students in Japan often associate international opportunities with inner-circle English-speaking countries (e.g. the United States of America or the United Kingdom), this article highlights the perceived benefits of choosing Southeast Asia as an educational destination. In limited published studies, researchers have revealed that Japanese students may gravitate towards Southeast Asia for multilingual language learning opportunities, lower perceived discrimination, and reduced financial costs. This article provides additional insight into the discerned advantages and disadvantages. Data for this qualitative exploratory study include weekly written reflections from students who were in southeast Asian countries from late 2018 to early 2019, followed by a focus group and individual questionnaires in the months following the participants’ return to Japan.  Based on thematic analysis of self-reporting, results suggest that the participants found value in their experiences due to the (a) proximity and costs involved, (b) comfort with using a non-native variety of English, and (c) development of intercultural competences and soft skills.  More specifically, participants felt that their experiences were less financially burdensome on parents, compared to similar experiences in inner-circle destinations. Also, participants reported feeling comfortable using English as a lingua franca, despite communicating in lower-context environments. This, in turn, contributed to the development of their adaptation, negotiation, and communicative skills. If higher education stakeholders and recruiters can better promote the educational experiences of Japanese university students in Southeast Asia, such as those featured in this article, then it is possible that access and participation may increase in the future.

Universities focus significant attention on internationalization to prepare empathyglobally minded graduates by engaging students in study abroad programs and expanding international student enrollment. However, scholarship has not yet considered the role returned study abroad students play in meeting friendship needs of international students. This research aimed to determine if such experiences impact friendships between participants and internationals. Four basic themes emerged: isolated application of intercultural competencies, differences in empathy experiences, friendships between study abroad and international students, and institutional contributions. Key findings revealed institutions do not teach study abroad students to utilize their experience in fostering empathetic friendships withinternational students and should consider how the experience can more effectively impact intercultural friendships rather than focusing solely on domestic students’ reverse culture shock.

Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners’ perceived ICC development under three different conditions over 6 weeks: 1) a study-abroad program (n = 52) in Korea, China, Japan, France, and Spain designed for American undergraduates; 2) telecollaboration (n = 54) between Korean students of English and American students of Korean; and 3) on-campus language study (n = 44) among Korean students of English and American students of Chinese who were learning languages at their home institutions. Data from 150 students were collected from preand post-study questionnaires measuring cognitive, affective, and behavioral aspects of ICC; reflective writing; exit essays; and interviews. The results indicated that the study ab...

To deepen the understanding of the long-term impact of study abroad, this qualitative, exploratory study examines the self-reported relationship between study abroad and professional teacher behaviour. Findings illustrate an enduring impact of study abroad on personal and professional development of the interviewed teachers, even after twenty years of teaching experience. This suggests that the impact of study abroad may continue throughout a teacher's career. The applicability of the outcomes, however, is dependent on the primary school as working environment. Influential factors such as high workload and beginning teachers' dilemmas lead to fewer opportunities to utilise the study abroad experience.

Defini Defini tions tions "Today's globalization is a market "Today's globalization is a market-induced, not a policy induced, not a policy-led, led, process driven by market expansion" process driven by market expansion" Rui Rui Yang (2003) Yang (2003) "Globalisation is the treatment of the world in holistic and uni "Globalisation is the treatment of the world in holistic and universal versal categories" categories" Worthington (2000) Worthington (2000) "Globalisation can be defined as the intensification of world so "Globalisation can be defined as the intensification of world social cial relations, which connect distant places in such a way, that loca relations, which connect distant places in such a way, that local l events are shaped by events emerging in other, far away, places events are shaped by events emerging in other, far away, places and

This article analyses interviews with 25 Japanese male returnees who took part in study abroad and/or working holiday maker programs. It examines the ways in which foreign language learning (specifically English) and discourses of ‘the international’ influenced the men’s choices to go abroad. It also analyses how these discourses are connected to interviewees’ lives post sojourn. Prior research about Japanese international sojourners has
primarily focused on the experiences of Japanese women and has often portrayed Japanese men as either not interested in international sojourn and language learning, or only interested in these pursuits for instrumental means. The current study, however, concludes that English
learning and a desire to be connected to ‘the international’ played a crucial role in participants’ choices to go abroad and remained an important aspect of their identity after their return to Japan. This study not only shows the complexity of the Japanese male experience abroad, but also challenges discourses of study abroad and language learning as a female activity. Lastly, this paper emphasizes interviewees’ lasting emotional connection to English and their English-speaking communities.

A central challenge in short-term study abroad programs is making sure that students have meaningful interactions with people abroad, something that scholarship has shown to be tremendously beneficial, both for linguistic gains and for cross-cultural exchange. This article examines the potential benefits of collaborative mapping for encouraging student interaction with local residents, while also considering the value of spatial analysis to the interdisciplinary aims of a course centered on theatre and French Studies. One author is a cultural anthropologist and professor of French, and the other is a professor of theatre. The course explores theatre as a window into French society and culture in three distinct geographic settings (Avignon and the rural Vaucluse, Marseille, and Paris). Space is important to its study of theatrical literature, of theatrical form and site-specific performance, and of the varied meanings of theatre to people living in diverse social environments, including rural settings and neighborhoods in urban centers and peripheries. Written prior to implementing the project for the 2017 version of the course, this article examines a mapping project intended to fully exploit the opportunities of study abroad for student engagement with other perspectives abroad, and for inter-disciplinary dialogue and exchange. The increasing use of GIS-based maps and visualizations as pedagogical tools has occurred parallel to the expansion of study abroad in higher education.

Nursing is also one of the most famous second careers. The field provides relatively good pay, and you have the chance to enhance your earnings by working on holidays and weekends. You will see many people who retire from their first profession and continue to work as a nurse to supplement their income.

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Most studies on motivation and translanguaging have focused on learning Global English. This has led to a call for more research into how this lingua franca influences attitudes to languages other than English. We describe Japanese undergraduates who studied English and Chinese in Taiwan during an 11-month study abroad programme. Following a survey of their translanguaging practices in Japanese (L1), English (L2) and Chinese (L3), we interviewed them to explore motivations underlying their language choices. Extending beyond Dörnyei’s L2 motivational self system, we used Henry’s multilingual self analytical framework. Results indicated that, rather than striving for ideal multilingual selves or settling for contentedly bilingual selves, participants had actual multilingual selves in response to immediate needs and interests. One participant had a contentedly trilingual self period where he could use his three languages socially while delaying further formal study. The other participant focused on his L3 due to intrinsic motivation derived from its proximity to his L1.

This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Bloom’s taxonomy. The second employs the use of simple academic topics as a means of scaf folding the academic skills needed to research and then orally present findings. In the t...

(Co-authored with Izumi, S. & Shiwaku, R.)This study investigates university-age EFL learners' beliefs about language learning, their uses of learning strategies, and their self-efficacy and confidence, as related to their previous learning backgrounds. A questionnaire consisting of 78 Likert-scale questions was given to 182 Japanese university students with living-abroad experience (n = 104) and without it (n = 78). The main findings of the study were: (1) Learners without living-abroad experience (―LAE) showed stronger belief in analytic learning than did learners with living-abroad experience (+LAE), who showed greater adherence to beliefs in experiential learning; (2) ―LAE learners used analytic learning strategies more frequently than did +LAE learners, who, in turn, resorted to more experiential learning strategies; (3) ―LAE learners were more nervous and afraid of using English and less confident with their English abilities than were +LAE learners, but the former group was more confident about their ability to explain English grammar than was the latter; (4) There were overall modest positive relationships between the kinds of beliefs learners have and their uses of learning strategies; (5) The use of analytic strategies was generally related to less feelings of self-efficacy and less confidence in their English abilities, while the use of experiential strategies was related to more self-efficacy and more confidence in their English abilities. These results held true regardless of their previous learning backgrounds.

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The city is a place of intersecting cultures, identities and ideas that also serves as fertile ground for learning within the context of study abroad. Using the notion of the flâneur, this article problematizes students’ engagement with the spaces and places of the city with special attention to the mediating role now played by technology. We interweave a theoretical discussion with empirical examples from two urban study abroad locales and with suggestions for practice. We argue that despite the complex array of resources the student employs to take on the foreign city, it is only the savvy wanderer who picks up on the subtle differences that we elusively refer to as a city’s “character” or personality and who understands their own shifting role of spectator, wanderer and performer—thus entering into a relationship with place.

This study empirically examines the impact of short study abroad programs on students' diversity attitude. Overall, the study found significant positive changes in students' diversity attitude as result of a two-week overseas experience. The results suggest that a short study abroad program is an excellent vehicle by which students learn and develop their intercultural mindset. This paper also discusses the implications and limitations of the study.

Are mobile students expecting an international experience to have an impact on their career? This was one of the questions in a global survey, with over 150,000 respondents. The survey results showed that the transition from education to the world of work is of increasing importance for students. How to find a job upon graduation is apparently a big concern for current-day students, which dictates their international educational choices to a large extent. Moreover, are there differences between Europe and the rest of the world when it comes to student’s expectations of employability? This study found that opportunities for work upon graduation and earning money when studying matter more for non-European students.

The primary objectives of university English for Specific Purposes (ESP) courses, such as Business English (BE) courses, are to train learners within relevant genres and to use language within related professional and communicative contexts. However, localised needs analyses (NAs) are required to achieve such objectives. This is because educators and course developers need to know the types of language, genre and contexts students are most likely to encounter to make BE curricula relevant and engaging. With stretched resources, oversubscribed classes and a general lack of rigour in many curriculum design processes, it is not uncommon for teachers to simply rely upon their intuition, rather than contextualised empirical data pertaining to their students’ needs, when informing teaching decisions. Undoubtedly, such teacher intuition and the resulting pedagogical decisions made are most often done so with students’ best interests in mind. However, the current literature is lacking insight investigating the extent to which students’ self-reported needs correlate with their teachers’ intuition. Therefore, this research analysed the needs of 333 Chinese undergraduate English for International Business students, preparing to complete their studies in the UK, and compared this with the intuition of 23 of their teachers. A combination of written and online questionnaires was utilised to elicit both quantitative and qualitative data. Results identified quantitative student-teacher convergence with regards to students’ preferred classroom activities and high acceptance of learner autonomy. Statistically significant quantitative student-teacher divergence was identified with regards to students’ preferred teaching materials (p< 0.05) and the amount of time students spent using English outside of the classroom (p< 0.05). Further qualitative student-teacher divergence of note centered around students’ English use, English language learning challenges and hobbies. Potential learning and pedagogical implications to Business English teaching are discussed and practical suggestions presented where appropriate. It is hoped that the results presented within can be of practical value to Business English teachers as well as course and materials designers working with Chinese undergraduate students preparing to study abroad.

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The purpose of this short course is two-fold: to provide you with general information about art and social justice (Track 1) or ethnographic writing (Track 2), and to show you how these generalities work out in the specific context of the Oaxaca, Mexico.

Teacher participation in cross-cultural experiences is often associated with the broadening of perspectives and increased intercultural sensitivity. While these qualities provide an overarching and important framework for intercultural development, they remain highly abstract. What exactly do we mean when we refer to these qualities? And in what ways, if any, do they translate into the classroom or school setting? Drawing on interviews from thirty Anglophone educators working in overseas international schools, this article focuses on links between broad-based changes in perspective and concrete changes in professional practice. Findings highlight an important relationship between personal and professional transformation, with the most noteworthy instructional changes emerging in the areas of language, communication style and religious/gender considerations. Most importantly, data from the study illustrate that the prolonged cross-cultural experience was not limited to changes in general disposition but had direct implications on the professional practice of participating educators.

This mixed-methods study investigated the vocabulary-related strategic behaviour of n=241 mixed-L1, adult study abroad learners of English in informal (i.e. out-of-class) second language (L2) contact. A questionnaire was administered to determine to what extent the sample identified with 28 vocabulary-related strategies. The Opportunities With Language Simulator (OWLS), an innovative research tool comprising computer-based simulations of common informal L2 contact scenarios, was used as a stimulus in semi-structured interviews with a subsample of n=36 participants. Analysis of the questionnaire data revealed that the sample most identified with strategies that pertain to the use of a new word/phrase. These strategies were applicable to a range of different scenarios and were available to a range of different learners. The interview data exposed a wealth of contextual factors (e.g. the physical features of a given scenario) and learner-specific features (e.g. perceptions of the L2 cultural context) that were influencing whether and how vocabulary-related strategic behaviour was manifest in informal L2 contact. A conceptual model of influencing factors in strategic behaviour in informal L2 contact is posited, and recommendations are made for future research.

This study was conducted with Japanese participants of cultural exchange programs in Asia in order to explore the effects on intercultural communication competence of the participants. The effects of this program were assessed using the Cross-Cultural Adaptability Inventory (CCAI; , open-ended pre-and postquestionnaires, and a group interview. The increase in the participants' CCAI scores suggested that the intercultural communicative competence of the Japanese participants improved. Qualitative analysis of the pre-and post-questionnaires and the group interview explain reasons in detail for any change. Findings from this study imply the necessity of intentional pedagogy such as meaningful interactions and ample opportunities for self-reflection.

Study abroad has become a common experience for American social work students. However, there is little guidance for facilitation of such courses in an international context. As a result, there is a risk that students and facilitators can perpetuate the privileged and Ugly American image. Providing guidance for prevention of such mistakes, the authors present a conceptual model for international learning, based on an ethical framework founded on personal values and supported by traditional ethical principles and values. Included are the pillars of boundaries, self determination, dignity and worth of the person, community capacity, social justice and human rights, facilitative learning, competence, and integrity. Finally, consciousness-raising as professionals, respectful engagement in context, and intercultural competence are discussed.

The aim of the internship program is to give students the opportunity to study, observe, and participate in Global Brigades development projects. Interns will also engage in preliminary research in one of the following tracks: Global Health, Environmental Design, or Economic Development. Our energy will be dedicated to both service activities and the formal study of holistic development. Interns will learn about research methods, the history & culture of Panama, and international development as a professional field -as they participate in ongoing GB community projects. Over the course of three weeks, interns will focus on the many "social determinants" affecting sustainable development. Seminars held on average 3 days a week will prepare interns -through lectures and readings -to support GB staff in community development work. The internship will offer students an educational and experiential foundation in GB-Panama operations. Our collective goal is to strengthen projects that promote service-learning, social justice, and community health.

Chinese international students studying abroad in the United States undertake a life changing venture; one that produces numerous benefits for both the Chinese students and the American people, yet is also fraught with hardships and struggle. Prior literature shows that large and diverse social networks are ideal for increasing international students’ adaptation. Using an online questionnaire administered to 120 Chinese international college students studying in the U.S., we explored the potential impact that the utilization of Social Networking Sites (SNSs) could have on the construction of such social networks, when used during study abroad preparation. We found that students who used SNSs more often during their study abroad preparations had larger, more diverse social networks abroad, compared with students who used SNSs less often or not at all. Students with more diverse social networks reported significantly higher levels of social and academic adaptation in the host culture. We suggest universities and advisers provide training for the use of SNSs to Chinese students during their study abroad preparations, in order to increase social and academic adaptation when abroad.

Cross-cultural adaptation literature describes multiple theories and models for addressing culture shock. However, the applicability of such theoretical constructs to intercultural trainers and sojourners is at times difficult to assess. The current research explores the communication strategies used by study abroad professionals to prepare sojourners for culture shock through a qualitative comparison to existing models of crosscultural adaptation as a means of assessing how such theoretical constructs may inform the applied field of cross-cultural training. Specifically, study abroad advisors at a large Southwestern university were interviewed and observed during interactions with predeparture sojourners traveling to six different locations around the world (Spain, South Korea, Australia, Senegal, and the UK/Ireland). A collaborative review of the transcriptions was then conducted, including in-depth, qualitative, line-by-line coding. Findings indicate that program coordinators use several communication techniques that reflect theoretical constructions of adaptation when discussing cross-cultural transitions with sojourners, including self-disclosure, uncertainty reduction, fear/efficacy appeals, and linguistic/ cultural immersion strategies. Further, the results reveal that one model in particular (Gudykunst's Anxiety-Uncertainty Management model) emerges as the most relevant in the study abroad professionals' narratives. Interestingly, the study further shows that Witte's Extended Parallel Process Model is also consistently used to communicate about culture shock with potential sojourners. The paper concludes with implications for future research given the preliminary nature of the study. ß

The number of international ESL students completing their degree programs in Australia has risen dramatically in the past decade. One factor that may be motivating students to undertake tertiary studies in Australia is the expectation that this form of immersion will lead to improved English language skills. However, existing research, such as research on the impact of study abroad programs on learners ’ L2 skills, has produced mixed findings. Furthermore, most of this research has tended to focus on progress in L2 speaking skills. To date there has been very little research on the impact of living and studying in the L2 environment on learners’ L2 writing development. This paper reports on a study (part of a larger project) which used a test – re-test design to investigate changes, if any, in the learners ’ academic writing after one semester of study in an L2-medium university. The writing scripts of 25 students who did not access the formal language support programs offered by th...