Abstract
Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers (Isabelli-García and Isabelli, 2020) presents an overview of some of the major topics relevant to research on study abroad. This book is intended to be a basic primer for advanced students and beginner professional researchers and serves to provide general orientation on various aspects ranging from language and interactional systems to research gaps in the topic area. The book gives a relatively thorough presentation on some of the scholarly perspectives on study abroad that can be used as a guidebook for anyone who is interested in conducting academic research in the area. While there are some shortcomings, the book does an excellent job of synthesizing some of the major scholarly themes that are relevant to study abroad. Consequently, this is a useful book not only for novel researchers but also for faculty or staff who are interested in organizing university study abroad programs and would like a more thorough background.
Keywords
Highlights
• The authors provide a well-rounded introduction to scholarship on study abroad. • The book targets novel researchers and new professionals in this field. • The inherent limitation of the book is a lack of depth for more experienced researchers. • Overall, this book is useful for scholars and study abroad administrators,
Introduction and background
Isabelli-García and Isabelli are both Professors of Spanish Linguistics.
Isabelli-García and Isabelli make it clear from the outset that the audience of this book is not for advanced academic scholars or researchers. Rather, they intend for the book to be a primer for academic research that is focused on second language (L2) acquisition in the study abroad context (p. vii). Framed in this context, the reader is not to expect some of the deeper research that might be more characteristic of advanced linguistics or education-focused scholarship. Rather, the book presents some of the key factors in the field, presumably making the text more digestible for emergent scholars. The book is published under the auspices of the academic publishing house Palgrave MacMillan and is part of their Pivot series of short academic books.
Summary and analysis
Chapter 1 begins with some of the most basic concepts in study abroad education, both modalities that are focused on specific educational knowledge as well as language acquisition. Isabelli-García and García provide an overview of what constitutes study abroad, from the reasons why individuals undertake such an endeavor to the significance of these programs for learners. The authors use the term “sojourn” and “sojourners” to refer to those individuals who participate in study abroad programs. While there is a discussion of non–student-related sojourns, such as working abroad (p. 2), career posts (p. 3), volunteerism (p. 4), or missionary work (p. 5), the main emphasis is on different study abroad modalities, both US-based and international. Subsequently, essential components of study abroad programs are listed, such as questions of length (p. 12–13), program types, and housing (p. 16–17).
The second chapter, entitled “What Theories, Perspectives, and Approaches Are Used in Study Abroad Research?” gives a background on linguistic development and acquisition. This is principally done to provide a primer for how such acquisitional mechanics play a role in studying abroad. One key distinction that the authors make is that, while there are many L2 acquisition theories, study abroad tends to be more focused on interactional competence rather than mere communicative competence (p. 24). This entails not only language communication but also its practice in a face-to-face, meaningful, co-constructed environment (p. 24). This framework is buttressed, nonetheless, by a discussion of some of the elemental components of L2 acquisition, including input (p. 26), negotiated interaction (p. 28), and output (p. 31). These components are accompanied by their respective theoretical backgrounds for the benefit of the novel researcher. While Ibsabelli-García and Isabelli focus more on what they assert are the most used in study abroad programs: generative, usage-based, and sociolinguistic (or variationist) approaches. Subsequently, they explain some key sociocultural approaches that complement the exclusively linguistic frameworks. The acculturation model (p. 34), L2 socialization model (p. 35), and the social networks model (p. 37) are notable examples. Finally, Chapter 2 concludes with a discussion of the study abroad experience as a social ecosystem, citing concepts in which learners are interacting in complex systems and subsystems that integrate them culturally and linguistically into the study abroad context (p. 39). While these sections are not necessarily nuanced or in-depth, they do provide concise and coherent explanations of some fundamental concepts surrounding learning and development.
Chapter 3 is based on the idea that individual characteristics and experiences can mold not only the learning experience but also the entirety of the abroad experience. An example is in the discussion of the different affective factors that are of scholarly importance for examining the topic. In this sense, the authors point to factors such as tolerance of ambiguity (p. 50), willingness to communicate (p. 51), and openness (p. 52). The main differences that they identify include language aptitude (p. 53), which refers to individual ability to memorize and focus on factors such as form, as well as learning style (p. 55). This section makes it clear that the study abroad experience will vary significantly for different individuals due to the natural variations that exist among learners. Another important topic covered in this chapter is that of identity. To this extent, the authors note that the identity of individuals who study abroad is highlighted by their entry into a new cultural and linguistic context (p. 57). One interesting example is that of heritage language speakers who may study abroad, they find themselves in a unique position, which can range from positive consequences to negative consequences, such as perceived inadequacy (p. 57).
In Chapter 4.1, the authors discuss how linguistic structures are developed in a study abroad environment, as opposed to textbook-based classroom language learning. Specifically, the authors explain how features such as morpho-syntax (p. 68), lexicon (p. 73), phonetics, reading, listening, writing, and speaking/fluency are developed in the context of the study abroad experience. This chapter is quite different from the previous ones as it dives in greater depth into language acquisition theory and examples. The authors conclude that the development of competencies related to language and sociocultural aspects can vary depending on learners and their unique experiences studying abroad. In this sense, the authors attempt to debunk the myth that merely participating in study abroad is sufficient to acquire significant levels of L2 development (p. 90).
Chapter 5 leaps into the topic of data measures. It provides an overview of some of the main theoretical and practical approaches. For example, several noteworthy quantitative methods of data collection are discussed, such as elicited language use data (p. 100), metalinguistic judgment data (p. 101), and free production data (p. 103).
Finally, Chapter 6 focuses on potential research gaps in the study abroad ambit. The authors thus propose the need for new contexts to be examined within study abroad (p. 118), perhaps focusing on different countries, experiences, or evaluation criteria. Specifically, the authors note apparent research gaps, such as focusing on non-mainstream languages and host countries. Also, authors introduced new variables into study abroad research, such as race or heritage identity (internal variables). Subsequently, section 6.2.2 examines external variables, such as pedagogical interventions or activities, and how these areas could benefit from additional research.
Overall, while the book is directed to scholars and researchers interested in linguistic and sociocultural aspects related to study abroad, its accessibility and thoroughness in including topics can be very useful. For example, for faculty members who are tasked with organizing study abroad ventures, this book could be a very helpful basis for learning about and implementing frameworks that can enrich the experience for students. The third major category presented in the chapter is that of mixed-methods research. These topics are quite basic for any social sciences research.
On the whole, the book was highly informative and appears to be helpful for scholars of study abroad. Additionally, this book could also be helpful for academic departments or professors who are in the midst of organizing or designing study abroad programs for their institutions. Linford et al. (2018) stated that, students who find themselves in study abroad sojourns might be undergoing high levels of discomfort or anxiety, which could in turn merit special consideration for those who are tasked with teaching or organizing such programs. Some information on research that focuses on this phenomenon might be helpful.
Another significant missed opportunity was the exclusion of simple, brief case studies. Some concrete examples of situations that come up in study abroad contexts might be immensely helpful for beginning scholars to conceptualize, apply frameworks, and think more deeply about how the many themes discussed in the book can manifest themselves in real situations. In this sense, books such as Jackson & Oguro’s (2017) do a better job of providing examples of concrete interventions that have a practical application.
There are additionally some moments where the authors appear to go somewhat astray with their focus. One example of this is Chapter 5, while the overview of research methods is very much basic for any experienced or even young professional, it might not be for a complete neophyte and thus, its inclusion is understandable. Nevertheless, this chapter might not be of any benefits to the overall discussion of study abroad research. The main categories of research are exclusive to L2 acquisition study abroad and are applicable to any social sciences research.
In summary, Isabelli-García and Isabelli’s overview is concise yet relatively thorough considering its length. There are more compelling and in-depth books on the topic, such as Kinginger (2009), though Researching Second Language Acquisition in the Study Abroad Learning Environment serves as a more basic primer. To this end, the book does its purpose in serving as an introduction that can lead readers to later probe more deeply into the many facets of study abroad learning.
Footnotes
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
