Second Language Study Abroad

1. Front Matter

   Pages i-xvi

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2. Introduction: Shifting Attention to Second Language Study Abroad Programming, Pedagogy, and Participant Engagement

   • John L. Plews, Kim Misfeldt

   Pages 1-21

3. Curriculum and Design

   1. Front Matter

      Pages 23-23

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   2. Positioning Year-Long Study Abroad at the Centre of the Modern Languages Curriculum: Supporting and Assessing Learning

      • Penny Johnson, Simon McKinnon

      Pages 25-47

   3. Lessons from 25 Years of Experimenting with Arabic Study Abroad: Programme Evaluation, Culture, Location, and Curriculum

      • Matthew T. Bird, R. Kirk Belnap

      Pages 49-82

   4. Student-Centred Second Language Study Abroad for Non-traditional Sojourners: An Anglophone Caribbean Example

      • Ian Craig

      Pages 83-121

4. Pedagogical Approaches

   1. Front Matter

      Pages 123-123

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   2. Student Awareness of Teaching and Learning Approaches in Second Language Study Abroad

      • John L. Plews, Kim Misfeldt, Feisal Kirumira

      Pages 125-163

   3. Increasing Student Engagement During Study Abroad Through Service Learning: A View from Japan

      • Dawn Grimes-MacLellan

      Pages 165-192

5. Participant Experiences and Engagement

   1. Front Matter

      Pages 193-193

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   2. Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context

      • Ana Beaven, Claudia Borghetti

      Pages 195-221

   3. ‘I Thought I Was Prepared.’ ERASMUS Students’ Voices on Their Transition from L2 Learners to L2 Users

      • Sònia Mas-Alcolea

      Pages 223-255

   4. Language Teachers on Study Abroad Programmes: The Characteristics and Strategies of Those Most Likely to Increase Their Intercultural Communicative Competence

      • Deborah Corder, Annelies Roskvist, Sharon Harvey, Karen Stacey

      Pages 257-297

   5. Adopt a Class: Engagement and Reflection During the Year Abroad

      • Elizabeth A. Andersen, Sophie Stewart

      Pages 299-325

   6. Second Language Speaking and Intercultural Friendship Formation in Study Abroad: Experiences and Perspectives of International Students in the USA

      • Rebecca K. Smith

      Pages 327-369

   7. Gender as a Cultural and Social Construct in Language Learning During Study Abroad

      • Mar Galindo

      Pages 371-402

6. Back Matter

   Pages 403-414

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This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book’s international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.

• language teaching
• second language (L2)
• study abroad (SA)
• multilingualism
• bilingualism
• intercultural communiation
• pedagogy
• curriculum
• study abroad programming
• programme assessment
• experiential learning
• course development
• drama pedagogy
• task-based language teaching
• Community service learning
• student engagement
• ERASMUS
• IEREST

“This book makes a timely and significant contribution to the field of Study Abroad (SA) research and practice. Interweaving theoretical argumentation and commentary with empirical accounts from 17 different countries, this volume is a highly compelling and multi-voiced exploration of study abroad programming, pedagogy and student engagement. The book is a must-read for scholars, practitioners and participants involved in cultural and geographic exchange.” (Daniela Elsner, Professor, Goethe-University Frankfurt/ Main)“This timely volume demonstrates how scholars in different parts of the world can impact the language learning of study abroad students through theory-inspired, research-informed practice. A welcome addition to the field, this edited collection will be of interest to both experienced and novice study abroad professionals who seek to enhance the international educational experience of second language speakers.” (Jane Jackson, Professor, The Chinese University of Hong Kong)

“This volume gets down to the nitty-gritty of second language study abroad. The editors have been resolute in ensuring that all contributions focus on programming, pedagogy and participant engagement at the micro level of experience. At the same time, big issues are not ignored, mainly through reference to other research and practice in the field and connecting with current conceptualizations of study abroad more broadly. The chapters are immensely readable, covering a wide range of regional contexts, student and teacher participants, and programme designs. They are also instructive, providing plenty of ideas for further research and programme development, all summarised very nicely by the editors in their introductory chapter. This book is a very timely contribution.” (Gary Barkhuizen, Professor and Head of School, University of Auckland)

• Department of Modern Languages & Classics, Saint Mary’s University, Halifax, NS, Canada

  John L. Plews

• Fine Arts and Humanities, Augustana Campus, University of Alberta, Camrose, AB, Canada

  Kim Misfeldt

John L. Plews is Professor of German at Saint Mary’s University, Canada, President of the Canadian Association of University Teachers of German, and DAAD Research Ambassador. Dr. Plews publishes in the area of second language curriculum and teaching, second language learner identities, and study abroad for language learners and teachers. 


Kim Misfeldt is Professor of German and Vice Dean at the Augustana Campus, University of Alberta, Canada. She directed the Canadian Summer School in Germany 2003-2016. Dr. Misfeldt's excellence in university teaching and educational leadership has been recognized with four teaching awards, including a 3M National Teaching Fellowship and the Charles Dunn COPLAC Award.

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