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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 10:2 (2025) ► pp.180–202

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Adolescents abroad and bullying

When the rapid social integration of a Swiss high school student in England becomes a double‑edged sword

ORCiD logo with link | Haute Ecole Pédagogique Vaud
Published online: 14 February 2025
DOI logo with link
https://doi.org/10.1075/sar.24001.fer
Abstract
This article draws on a larger research project investigating Swiss adolescents’ study abroad (SA) experiences and offers a detailed case study centered on the social integration of a 16-year-old student, Lily, during her year in England. A highly sociable individual and a skilled basketball player, Lily’s narrative sheds light on the intricate challenges associated with social integration during a SA program, revealing complex power dynamics among teenage high school students, with bullying emerging as a poignant manifestation. It challenges the prevailing discourse that often idealizes language learning during immersion as a straightforward and enjoyable process within a friendly and supportive host environment. Instead, it delves into the sensitive issue of adolescents abroad facing instances of bullying. Communities of practice and othering provide valuable insights into the unfriendly attitudes exhibited by the hosts and Lily’s defensive response, contributing to a nuanced understanding of the dynamics at play during adolescent SA experiences.
Article outline
  • 1.Introduction
  • 2.Study abroad students’ social integration: Challenges, agency and power relations
  • 3.Cultural differences and gender norms
  • 4.Methodology
    • 4.1Context
    • 4.2Data collection and analysis
  • 5.Lily’s narrative: An ambivalent story of social integration
  • 6.Discussion
  • 7.Conclusion
  • References
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Cited by one other publication

Ferry-Meystre, Murielle
2025. High School Students’ Social Networks Abroad: Revisiting Coleman’s Three Concentric Circles Model. Frontiers: The Interdisciplinary Journal of Study Abroad 37:2 ► pp. 139 ff. DOI logo

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