Heritage language (HL) learners who study abroad in a HL-speaking country have the opportunity to engage in social interactions in the HL in a variety of contexts. The handful of existing studies on this topic have examined HL learners’ motivations for studying abroad, as well as their identity construction and HL development during study abroad. While second language (L2) and HL study abroad students share some common experiences, there are also important differences. HL learners may be held to higher standards of cultural and linguistic competency and face negative attitudes toward their HL variety or proficiency level. This chapter reviews the literature on HL learners in study abroad and offers suggestions for future research directions.
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(2007) What we know about diversity in education abroad: State of the research. In C.A. Herrin, S. Dadzie, & S.A. MacDonald (Eds.), Proceedings for the colloquium on diversity in education abroad: How to change the picture (pp. 48–52). Washington, DC: Academy for Educational Development.
Davidson, D.E., & Lekic, M.D
(2013) The heritage and non-heritage learner in the overseas immersion context: Comparing learning outcomes and target-language utilization in the Russian Flagship. Heritage Language Journal, 10, 88–114.
Donitsa-Schmidt, S., & Vadish, M
(2005) North American students in Israel: An evaluation of a study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 11, 33–56.
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(1999) The acquisition of linguistic politeness in Indonesian by sojourners in naturalistic interactions. Unpublished PhD dissertation. University of Hawai’i at Manoa, Honolulu.
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(2004) Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54, 587–653.
(2014) Youngspeak and study abroad: Exposure, dispositions and language use. Paper presented at the 19th International Conference on Pragmatics and Language Learning, Bloomington, IN, April 24-26.
(1990) Language learning in a study abroad context: The effects of interactive and noninteractive out-of-class contact on grammatical achievement and oral proficiency. In J. Alatis (Ed.), Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research (pp. 459–477). Washington DC: Georgetown University Press.
(1972) Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
(2010) The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. The Modern Language Journal, 94, 600–617.
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Institute of International Education
(2012) Open doors report on international educational exchange. New York, NY: Institute of International Education.
(2006) Study abroad social networks, motivation, and attitudes: Implications for SLA. In M.A. DuFon & E. Churchill (Eds.), Language Learners in Study Abroad Contexts (pp. 231–258). Clevedon, UK: Multilingual Matters.
(2005) Breaking the barriers to overseas study for students of color and minorities. IIE Networker, Fall, 16–18.
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(2008) Language learning in study abroad: Case studies of Americans in France (Modern Language Journal Monograph, Vol. 1). Oxford: Blackwell.
(2009) Language learning and study abroad: A critical reading of research. Houndmills, UK: Palgrave Macmillan.
(2013) Phonemes in a study abroad context: The case of the Castilian theta. Foreign Language Annals, 45, 512–542.
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(2001) Towards reconciliation in the motherland: Race, class, nationality, gender, and the complexities of American student presence at the University of Ghana, Legon. Frontiers: The Interdisciplinary Journal of Study Abroad, 7, 25–59.
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(2006) Sociocultural theory and the genesis of second language development. Oxford: OUP.
(2004) Affective characteristics of American students studying Chinese in China: A study of heritage and non-heritage learners’ beliefs and foreign language anxiety. Unpublished PhD dissertation. University of Texas, Austin.
(2012) Investigating language ideologies in Spanish as a heritage language. In S.M. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States (pp. 43–59). Washington, DC: Georgetown University Press.
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(2013) Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 63, 63–90.
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(2010) Short-term study abroad: Predicting changes in oral skills. Foreign Language Annals, 43, 504–530.
Martinsen, R.A., Baker, W., Dewey, D., Bown, J., & Johnson, C
(2010) Exploring diverse settings for language acquisition and use: Comparing study abroad, service learning abroad, and foreign language housing. Applied Language Learning, 20, 45–69.
(2001) Perspectives on learning Spanish as a heritage language in Mexico: Four Chicana case studies. Unpublished MA thesis. Universidad de las Américas, Puebla, Mexico.
(2009) The study abroad experiences of heritage language learners: Discourses of identity. Unpublished PhD dissertation. University of Texas, Austin, TX.
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(2012) The acquisition of sociolinguistic variation by learners of Spanish in a study abroad context. Unpublished PhD dissertation. University of Florida, Gainesville.
(2011) L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43, 1818–1835.
(2013) Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97, 930–946.
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(2013) Inclusive excellence and underrepresentation of students of color in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 1–21.
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Van Der Meid, J.S
(2003) Asian Americans: Factors influencing the decision to study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 9, 71–110.
(1998) Communities of practice: Learning, meaning, and identity. Cambridge: CUP.
(2002) The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86, 157–173.
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Comstock, Lindy & Olga E. Kagan
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2021. Speaking against racism: stories of successful Chinese L2 learners of color in China. Critical Inquiry in Language Studies 18:2 ► pp. 105 ff.
Díaz, Adriana Raquel & Laura Callahan
2020. Intercultural communicative competence and Spanish heritage language speakers: an overview from the U.S., Australia and Europe. Journal of Spanish Language Teaching 7:2 ► pp. 150 ff.
George, Angela & Anne Hoffman-González
2019. Dialect and identity. Study Abroad Research in Second Language Acquisition and International Education 4:2 ► pp. 252 ff.
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
2018. Language learning and study abroad. Language Teaching 51:4 ► pp. 439 ff.
Isabelli-García, Christina L. & Casilde A. Isabelli
2020. What Differential Learning Factors Need to Be Considered in Study Abroad Research?. In Researching Second Language Acquisition in the Study Abroad Learning Environment, ► pp. 47 ff.
2018. Multiliteracies Pedagogy and Heritage Language Teacher Education: A Model for Professional Development. In Multiliteracies Pedagogy and Language Learning, ► pp. 197 ff.
Lee, Hakyoon, YouJin Kim & Bumyong Choi
2023. Study abroad, language usage, and the development of multilingual identities: The case of 1.5 generation Korean–American students. Applied Linguistics Review 14:1 ► pp. 197 ff.
Marijuan, Silvia & Cristina Sanz
2018. Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice. Foreign Language Annals 51:1 ► pp. 185 ff.
Martínez, Nydia, Gina Mikel Petrie & Catherine Nolan-Ferrell
2021. Studying abroad in Mexico with Mexican ancestry: Desiring to be ‘one of ours’. Journal of Multilingual and Multicultural Development► pp. 1 ff.
2017. Reunion or disconnection? Emotional labor among individual roots tourists who are second-generation Chinese Americans. International Journal of Culture, Tourism and Hospitality Research 11:3 ► pp. 309 ff.
This list is based on CrossRef data as of 13 may 2023. 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.