Article published in:Study abroad and the Erasmus+ programme in Europe: Perspectives on language and intercultural learning
Edited by Anne Marie Devlin
[Study Abroad Research in Second Language Acquisition and International Education 5:1] 2020
► pp. 45–68
Intercultural guidance abroad
Impact on social network formation and L2 self-perceived development
Contemporary research on language and intercultural learning during study abroad programs has led scholars to challenge the immersion assumption and to argue the need for interventions that would deepen and extend the learning potential of this experience (Jackson, 2018). In an attempt to underscore this point, this paper reports on an experimental study which explores the impact of a pedagogical intervention where two groups of Flemish students (n = 34) are tracked during their Erasmus stay in Spain. One group of students (n = 14) is enrolled in the intervention and encouraged to engage in linguistically and culturally challenging encounters while the other group is not (n = 20). Both language use and social network formation are examined through an extended version of the SASIQ questionnaire (Dewey et al., 2013), completed following their experience abroad. Although it is not straightforward to grasp the influence of such curricular initiatives on learner interaction and language contact abroad, results from the study are consistent with previous findings on the importance of fostering social interactions for L2 development. Furthermore, a number of social network variables also point out how L2 self-perceived progress can be fostered abroad.
Keywords: social network formation, pedagogical intervention, language and intercultural learning, interactional contacts
Published online: 24 February 2020
Baker-Smemoe, W., Dewey, D. P., Bown, J., & Martinsen, R. A.
Beaven, A., & Borghetti, C.[ p. 66 ]
Bryfonski, L., & Mackey, A. J.
Coleman, J. A.
Deardorff, D. K.
Devlin, A. M.
Dewey, D. P.
Dewey, D. P., Bown, J., & Eggett, D.
Dewey, D. P., Ring, S., Gardner, D., & Belnap, R. K.
Di Silvio, F., Donovan, A., & Malone, M. E.
Freed, B. F., Segalowitz, N., & Dewey, D. P.
Hammer, M. R.[ p. 67 ]
(2012) The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R. M. Paige, & K. H. Lou (Eds.), Students learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 115–136). Sterling, VA: Stylus Publishing.
Hernández, T. A.
Llanes, À., & Muñoz, C.
Magnan, S. S., & Back, M.
McManus, K., Mitchell, R., & Tracy-Ventura, N.
Meier, G., & Daniels, H.
Mitchell, R., McManus, K., & Tracy-Ventura, N.[ p. 68 ]
Mitchell, R., Tracy-Ventura, N., McManus, K., Richard, L., & Romero de Mills, P.
(2013) The influence of social networks, personality and placement type on language learning during residence abroad: Preliminary findings of the LANGSNAP project. Paper presented at the conference on Residence Abroad, Social Networks and Second Language Learning, University of Southampton.
Paige, R. M., Fry, G. W., Stallman, E. M., Josić, J., & Jon, J. E.
Paige, R. M., & Goode, M. L.
Passarelli, A. M., & Kolb, D. A.
(2012) Using experiential learning theory to promote student learning and development in programmes of education abroad. In M. Vande Berg & K. Hemming Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 137–161). Sterling, VA: Stylus Publishing.
Peckenpaugh, K. M.
Van Maele, J., Vassilicos, B., & Borghetti, C.
Vande Berg, M., & Hemming Lou, K.
Cited by 1 other publications
Strobl, Carola & Kristof Baten
This list is based on CrossRef data as of 18 march 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.