Research - Study Abroad

It is a long-held but perhaps anecdotal belief that the study-abroad context is the best and most effective in which to "immerse" oneself in a foreign language. Recent studies (Freed 1995, 1998 and Collentine and Freed 2004) have challenged this commonly held belief and the questions raised by their research invite further examination to identify the most effective elements in linguistic development within particular learning contexts. 

My own study abroad experiences have left no doubt in my mind that living in a country where the target language of study is spoken is crucial to language development. However, I also agree with James Coleman's assertion that “further debate and further research were needed to determine ‘exactly what components of learners’ proficiency improve as a result of Study Abroad” (1996:85)

Barbara Lafford also points out in her plenary paper (“The Effects of Study Abroad vs. Classroom Contexts on Spanish SLA: Old Assumptions, New Insights and Future Research Directions” 2006) the need for more comparative research in Spanish second language acquisition (SLA) between study-abroad and at-home language learning contexts. I would also highlight the need to include at home immersion programs in a comparative study as to my knowledge, there is not a single published study to date that has undertaken comprehensive, comparative research among these three learning contexts in Spanish SLA.

Specifically, my interests center on the effects of social and contextual factors on the acquisition of Spanish sociolinguistic/communicative competence over time in Study-Abroad, At-Home and At-Home Immersion learning contexts.   From a praxis perspective, I foresee that the results of this research in this area could be utilized to determine how to incorporate the most effective elements in each learning environment into all learning contexts so that students receive the most effective second language instruction possible.