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 tables List of figures Acknowledgements Chapter 1: Introduction 1.1 Sojourning abroad in an age of global English 1.2 Anglophone traditions in the language learning sojourn 1.3 Researching the Anglophone language learning sojourn 1.3.1 An SLA research tradition 1.3.2 Studying the context for L2 development 1.3.3 An emergent sociocultural tradition 1.4 The LANGSNAP project 1.5 Outline of the book Chapter 2: Language learning during residence abroad: key constructs 2.1 Introduction 2.2 Language 2.2.1 The target language construct and the goals of language education 2.2.2 The ideal of "immersion" 2.2.3 Language variation and pluralism in everyday practice 2.2.4 Sojourner perspectives on target language variation and multilingualism 2.2.5 Empirical studies of sojourner's language practices 2.2.6 Language learning and development during the sojourn abroad 2.2.7 The CAF framework 2.3 Identity 2.3.1 Views of identity in SLA 2.3.2 Identity in study abroad research 2.3.3 Identity: a summing up 2.4 Culture 2.4.1 Conceptualisations of culture in language education 2.4.2 Intercultural learning in study abroad 2.5 Communities and social networks 2.5.1 Student communities and social relations 2.5.2 Role-related settings and practices for the sojourn abroad 2.5.3 Domestic settings during the sojourn 2.5.4 Leisure practices during the sojourn 2.5.5 Social networking during the sojourn 2.5.6 Home contacts and communication practices 2.6 Conclusion Chapter 3: The LANGSNAP project: design and methodology 3.1 Introduction 3.2 Project aims and design 3.3 Participants 3.4 Procedure for data collection 3.5 Project i