This month we published Study Abroad, Second Language Acquisition and Interculturality edited by Martin Howard. In this post the editor tells us what we can expect from the book.
As its title indicates, this volume focuses on second language learners in a study abroad context, an ever-growing student cohort in our education institutions. Students who embark on study abroad, be it over a couple of weeks or a much longer period, do so with the folk-belief that study abroad is highly beneficial in various respects, such as for language learning, educational and academic development, social and personal development, and intercultural development. However, research has shown that the experience on the ground during the students’ stay abroad is often complex and challenging. In the context of international education, there is growing awareness of the necessity to address the needs of study abroad learners, as well as to better inform all involved in the study abroad enterprise of the challenges of a study abroad experience, and in so doing, contribute to enhancing the student’s experience abroad.
Against this background, this book adds to the existing literature in the field which has grown from an initial primary focus on language development during study abroad, to subsequent research efforts to capture the wide-ranging factors underlying the student’s experience abroad. Such more recent work highlights the individual nature of the student’s experience abroad, with multiple individual personal and social factors shaping the experience. This book presents a mix of both empirical studies and discussion chapters which showcase recent work in the field with a focus on innovative issues and themes across students from a range of language backgrounds. The focus includes, for example, social network development and integration during study abroad, study abroad in a lingua franca context, identity development, and language engagement in relation to input and interaction issues in a study abroad context. Other innovative areas of focus include students on an international work placement and cultural migrants, while intercultural issues are also considered.
Taken together, the chapters highlight the interface between study abroad research and the fields of second language acquisition and interculturality, where there are mutual insights to be gained. These include not only better informing study abroad practitioners and participants, but also offering insights into theoretical and applied questions across the fields, such as in relation to the more global impact of learning context on language acquisition and intercultural development, as well as factors at play like language input and interaction issues and the role of individual and social factors.
In a world where foreign language and intercultural skills assume increasing importance in our globalised world, the book reflects work by members of and participants in the SAREP Project (Study Abroad Research in European Perspective), funded in 2016-20 by the European COST agency (Cooperation in Science and Technology). This pan-European project is a think-tank for study abroad research in a European context where the flagship Erasmus+ programme celebrated its 30th anniversary in 2017, and has seen well over three million participants. Along with the large number of study abroad participants around the world, they highlight the need for ongoing research in the area. In this regard, the book includes a chapter which identifies a number of areas for future research. The enterprise continues…
Martin Howard, University College Cork
For more information about this book please see our website. If you found this interesting, you might also like International Students’ Challenges, Strategies and Future Vision by Anas Hajar.