Anglophone Students Abroad

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants and relates this systematically to individual participants' social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students' own agency and skill and the negotiation of identity in multilingual and lingua franca environments.

Rosamond Mitchell is Emeritus Professor of Applied Linguistics in the Department of Modern Languages at the University of Southampton. Nicole Tracy-Ventura is Assistant Professor of Applied Linguistics in the Department of World Languages at the University of South Florida. Kevin McManus is a British Academy Postdoctoral Fellow in the Centre for Language Learning Research at the University of York.

List of tablesList of figuresAcknowledgementsChapter 1: Introduction1.1 Sojourning abroad in an age of global English1.2 Anglophone traditions in the language learning sojourn1.3 Researching the Anglophone language learning sojourn1.3.1 An SLA research tradition1.3.2 Studying the context for L2 development1.3.3 An emergent sociocultural tradition1.4 The LANGSNAP project1.5 Outline of the bookChapter 2: Language learning during residence abroad: key constructs2.1 Introduction2.2 Language2.2.1 The target language construct and the goals of language education2.2.2 The ideal of immersion2.2.3 Language variation and pluralism in everyday practice2.2.4 Sojourner perspectives on target language variation and multilingualism2.2.5 Empirical studies of sojourner's language practices2.2.6 Language learning and development during the sojourn abroad2.2.7 The CAF framework2.3 Identity2.3.1 Views of identity in SLA2.3.2 Identity in study abroad research2.3.3 Identity: a summing up2.4 Culture2.4.1 Conceptualisations of culture in language education2.4.2 Intercultural learning in study abroad2.5 Communities and social networks2.5.1 Student communities and social relations2.5.2 Role-related settings and practices for the sojourn abroad2.5.3 Domestic settings during the sojourn2.5.4 Leisure practices during the sojourn2.5.5 Social networking during the sojourn2.5.6 Home contacts and communication practices2.6 Conclusion Chapter 3: The LANGSNAP project: design and methodology3.1 Introduction3.2 Project aims and design3.3 Participants3.4 Procedure for data collection3.5 Project i