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Article published In: Study abroad and the Erasmus+ programme in Europe: Perspectives on language and intercultural learning
Edited by Anne Marie Devlin
[Study Abroad Research in Second Language Acquisition and International Education 5:1] 2020
► pp. 45–68

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Intercultural guidance abroad

Impact on social network formation and L2 self-perceived development

 | Ghent University
 | Ghent University
Published online: 24 February 2020
DOI logo with link
https://doi.org/10.1075/sar.18011.bru
Abstract
Contemporary research on language and intercultural learning during study abroad programs has led scholars to challenge the immersion assumption and to argue the need for interventions that would deepen and extend the learning potential of this experience ( (2018). Intervening in the intercultural learning of L2 study abroad students: From research to practice. Language Teaching, 51(3), 365–382. Google Scholar logo with link to Google Scholar). In an attempt to underscore this point, this paper reports on an experimental study which explores the impact of a pedagogical intervention where two groups of Flemish students (n = 34) are tracked during their Erasmus stay in Spain. One group of students (n = 14) is enrolled in the intervention and encouraged to engage in linguistically and culturally challenging encounters while the other group is not (n = 20). Both language use and social network formation are examined through an extended version of the SASIQ questionnaire (Dewey, D. P., Ring, S., Gardner, D., & Belnap, R. K. (2013). Social network formation and development during study abroad in the Middle East. System, 41(2), 269–282. Google Scholar logo with link to Google Scholar), completed following their experience abroad. Although it is not straightforward to grasp the influence of such curricular initiatives on learner interaction and language contact abroad, results from the study are consistent with previous findings on the importance of fostering social interactions for L2 development. Furthermore, a number of social network variables also point out how L2 self-perceived progress can be fostered abroad.
Article outline
  • 1.Introduction
  • 2.Maximizing the Erasmus experience through educational support
  • 3.Methodology and analysis
    • 3.1Design of the pedagogical intervention
    • 3.2Participants
    • 3.3Data collection and analysis
  • 4.Results
    • 4.1Impact of intercultural guidance abroad on participants’ SN formation, L2 self-perceived progress and L2 expected gains in Spanish
    • 4.2Connections between interactions with L1/L2 Spanish speakers abroad, L2 self-perceived progress and L2 expected gains
  • 5.Discussion
  • 6.Conclusions and implications for further studies
  • References
References (44)
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