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Intercultural guidance abroad : impact on social network formation and L2 self-perceived development

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Abstract
Contemporary research on language and intercultural learning during study abroad programs have 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 that 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 abroad experience. 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, several 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

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MLA
Moreno Bruna, Ana Maria, and Patrick Goethals. “Intercultural Guidance Abroad : Impact on Social Network Formation and L2 Self-Perceived Development.” STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION, vol. 5, no. 1, 2020, pp. 45–68, doi:10.1075/sar.18011.bru.
APA
Moreno Bruna, A. M., & Goethals, P. (2020). Intercultural guidance abroad : impact on social network formation and L2 self-perceived development. STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION, 5(1), 45–68. https://doi.org/10.1075/sar.18011.bru
Chicago author-date
Moreno Bruna, Ana Maria, and Patrick Goethals. 2020. “Intercultural Guidance Abroad : Impact on Social Network Formation and L2 Self-Perceived Development.” STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION 5 (1): 45–68. https://doi.org/10.1075/sar.18011.bru.
Chicago author-date (all authors)
Moreno Bruna, Ana Maria, and Patrick Goethals. 2020. “Intercultural Guidance Abroad : Impact on Social Network Formation and L2 Self-Perceived Development.” STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION 5 (1): 45–68. doi:10.1075/sar.18011.bru.
Vancouver
1.
Moreno Bruna AM, Goethals P. Intercultural guidance abroad : impact on social network formation and L2 self-perceived development. STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION. 2020;5(1):45–68.
IEEE
[1]
A. M. Moreno Bruna and P. Goethals, “Intercultural guidance abroad : impact on social network formation and L2 self-perceived development,” STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION, vol. 5, no. 1, pp. 45–68, 2020.
@article{8635149,
  abstract     = {Contemporary research on language and intercultural learning during study abroad programs have 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 that 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 abroad experience. 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, several social network variables also point out how L2 self-perceived progress can be fostered abroad.},
  author       = {Moreno Bruna, Ana Maria and Goethals, Patrick},
  issn         = {2405-5522},
  journal      = {STUDY ABROAD RESEARCH IN SECOND LANGUAGE ACQUISITION AND INTERNATIONAL EDUCATION},
  keywords     = {social network formation,pedagogical intervention,language and intercultural learning,interactional contacts},
  language     = {eng},
  number       = {1},
  pages        = {45--68},
  title        = {Intercultural guidance abroad : impact on social network formation and L2 self-perceived development},
  url          = {http://dx.doi.org/10.1075/sar.18011.bru},
  volume       = {5},
  year         = {2020},
}

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