View Content #20215

From http://www.eurosla.org/eurosla-monograph-series-2/social-interaction-identity-and-language-learning-during-residence-abroad/

Social interaction, identity and language learning during residence abroad
Edited by Rosamond Mitchell, Nicole Tracy-Ventura, and Kevin McManus
Published by the European Second Language Association

Study and residence abroad are significant contexts for second language learning and development, which are known to promote oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection sets out to explore the relationship between sociocultural experience, identity and second language learning among student sojourners abroad. Three broad themes are identified: the contribution of different types of setting (host families, student exchanges, work placements etc.) to language learning opportunity; the role of social networks in sojourners’ language practices and learning success; and the evolving social identities of sojourners. The book is relevant for a readership interested in adult second language acquisition in informal settings, as well as for those concerned more specifically with the development and management of residence abroad programs.

Visit the publisher’s website at http://www.eurosla.org/eurosla-monograph-series-2/social-interaction-identity-and-language-learning-during-residence-abroad/