A Multilingual Environment on Study Abroad – Barrier or Benefit?

This month we published Language Learning in Study Abroad edited by Wenhao Diao and Emma Trentman. In this post the editors explain how the multilingual environment of study abroad can be beneficial.

Study abroad has been a central part of our lives for the last two decades, starting with our own experiences studying abroad and working with study abroad students, and culminating with researching and leading study abroad programs ourselves, some of which are described in our chapters in this book.

As language learners, we were sold on the promise of the magical linguistic gains we’d make during study abroad through the immersion experience, and saw these same dreams reflected in the expectations of our research participants. Yet, as we discovered ourselves, and as the chapters in this book demonstrate across a variety of locations and programs, study abroad is usually not an experience of monolingual immersion. Both language learners and the contexts in which they study are inherently multilingual. All too often, this multilingualism, and especially the presence of Global English, is framed as an obstacle to language learning, as learners struggle to make friends in the local language, negotiate racialized and gendered experiences, and generally wonder how to learn a language in a multilingual environment.

Yet, what if the multilingual environment is not a challenge to overcome with language pledges and other program interventions, but one in which language learners can use their full linguistic repertoires to expand them? And what if the multilingual realities are what historicize and contextualize the study abroad experience in post-colonial societies, neoliberal economies, and cultural discourses that position certain language learners as non-legitimate speakers of their target language(s)? The chapters in this book detail how language learners in study abroad locations throughout the world use a variety of strategies to gain an awareness of the cultural nuances of being and becoming multilingual. Some chapters also demonstrate the consequences for learners who hold on to their monolingual language ideologies. The implications of this mindset shift are many, particularly for the context of teaching languages to English speakers from wealthy Anglophone countries that are often viewed as centers of economic globalization.  Rather than focusing on how to make a multilingual environment more monolingual, or advising learners to avoid compatriots and English speakers, we can encourage learners to engage in translanguaging practices and negotiate their multilingual identities in ways that expand their linguistic repertoires and develop a critical multilingual awareness. This focus has the additional benefit of recognizing the translanguaging and identity negotiation skills of minoritized students, both of which are often overlooked in the language classroom.

We would like to thank the authors of the chapters in this volume, Uju Anya, Lucien Brown, Janice McGregor, Lourdes Ortega, Tracy Quan, Jamie A. Thomas, and Brandon Tullock, for their insightful contributions. It is our hope that this volume will inspire study abroad researchers and practitioners to help students develop skills to negotiate language learning in multilingual environments.

For more information about this book please see our website.

If you found this interesting, you might also like Study Abroad, Second Language Acquisition and Interculturality edited by Martin Howard.

Authenticity, Language and Interaction in Second Language Contexts

This month we’re publishing Authenticity, Language and Interaction in Second Language Contexts edited by Rémi A. van Compernolle and Janice McGregor. Their book is the first in this area and brings together research from different contexts. In this blog post, the editors tell us a bit more about the book.

Authenticity has been a central concept in applied linguistics in general and in second language learning in particular for several decades. And yet, there has been no consensus on what authenticity actually means in research and practice. Most people typically think about whether, and to what extent, language (e.g. as used by a learner, as represented in pedagogical materials) corresponds to native speaker conventions, while some have argued that learner language should be considered authentic in its own right because it is authentically the learner’s way of communicating. To date, little work has attempted to unify the two perspectives in a more holistic way.

Authenticity, Language and Interaction in Second Language ContextsThis book is the first of its kind. Motivated by our own interest in what authentic language is, who can be counted as an authentic speaker, and how authenticity can be achieved, we invited diverse scholars working on a variety of languages, in formal and informal learning contexts, and from different theoretical and methodological frameworks to contribute chapters. We asked our authors to explicitly address the relationship between appropriating community-wide or native-speaker norms on the one hand, and the genesis of authenticity in the learner on the other.

The chapters explore such topics as pragmatic and sociolinguistic variation, interactional and grammatical competencies, language socialization and the negotiation of expertise and epistemic statuses. The end result of the book is a multifaceted understanding of authenticity and authentication in second language contexts that compels us to consider issues as diverse as online processing constraints, identity construction, social relationship maintenance and sociocultural linguistic norms. And, as Alan Firth wrote in his endorsement of the book, the collection “addresses the pressing issue of how we should do Applied Linguistics in the 21st century.”

We hope readers will find the book to be a useful resource for understanding the nature of authenticity in second language contexts, for researching the various ways in which authenticity is achieved between people, and for designing pedagogical materials and tasks.

Pinner-TaguchiFor more information about this book please see our website.

Other recent titles include: Reconceptualising Authenticity for English as a Global Language by Richard S. Pinner and Developing Interactional Competence in a Japanese Study Abroad Context by Naoko Taguchi.