Language Learning while Negotiating Race and Ethnicity Abroad
DOI:
https://doi.org/10.36366/frontiers.v30i2.410Keywords:
Study abroad, US higher education, Students of color, Experiences abroadAbstract
Despite institutional and national focus on the importance of study abroad (SA) in U.S. higher education, the number of students of color abroad is still disproportionately low (Institute of International Education, 2017). Moreover, there is limited literature examining how race and ethnicity shapes experiences abroad, despite SA research highlighting how identity negotiation influences language learning in the SA context (Kinginger, 2013). This study presents the cases of two U.S. students —an Iranian-American and an African-and Mexican-American —studying in Spain. Through journals, interviews, surveys, and the Versant for Spanishoral test, this study illustrates how these participants rejected negative racial and ethnic positionings by withdrawing from host country nationals and eventually re-evaluating experiences to align with their desired identities. Both learners improved their Versantpost-SA but their linguistic confidence in their Spanish language capabilities did not increase. The study concludes with implications for creating more inclusive and supportive SA programs.
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References
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Blackledge, A., & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. The International Journal of Bilingualism Introduction, 5(3), 243–257.
Block, D. (2007). Second language identities. London: Continuum.
Chang, A. (2015). "Call me a little critical if you will": Counterstories of Latinas Studying Abroad in Guatemala. Journal of Hispanic Higher Education, 1-21.
Coleman, J. A. (2013). Researching whole people and whole lives. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 17–44). Amsterdam: John Benjamins.
Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The Impact of Short-Term Study Abroad Programs on L2 Listening Comprehension Skills. Foreign Language Annals, 41(1), 157–186.
Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36–56.
Dewey, D. P., Bown, J., Baker, W., Martinsen, R.A., Gold, C., and Eggett, D. (2014). Language Use in Six Study Abroad Programs: An Exploratory Analysis of Possible Predictors. Language Learning, 64(1), 36–71.
Fitzpatrick, T. (2012). Tracking the changes: vocabulary acquisition in the study abroad context. The Language Learning Journal, 40(1), 37–41.
Institute of International Education. (2016). Open Doors Report on International Educational Exchange.
Jackson, M.J. (2006). Traveling shoes: Study abroad experiences of African American students
participating in California State University international programs (Unpublished doctoral dissertation).
Jiménez, A. (2010). A Comparative Study on Second Language Vocabulary Development: Study Abroad vs Classroom Settings. Frontiers: The Interdisciplinary Journal of Study Abroad, 19(Fall/winter), 105–124.
Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58-73.
Kinginger, C. (2013). Identity and language learning in study abroad. Foreign Language Annals, 46(3), 339–358.
Leeman, J. (2015). Heritage language education and identity in the United States. Annual Review of Applied Linguistics, 35, 100-119.
Liskin-Gasparro, J. E. (1996). Narrative Strategies: A Case Study of Developing Storytelling Skills by a Learner of Spanish. Modern Language Journal, 80(3), 271–286.
Mason, L., Powers, C., & Donnelly, S. (2015). The Boren Awards: A Report of Oral Language
Proficiency Gains during Academic Study Abroad: A Cumulative Report over 15 years and 53 languages. Institute of International Education, 1–25.
Merriam, S., & Tisdell, E. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey-Bass.
National Center for Education Statistics. (2016). Total fall enrollment in degree-granting institutions, by level of student, sex, attendance status, and race/ethnicity: Selected years, 1976 through 2014. Retrieved from http://nces.ed.gov
Pearson. (2011). Versant Spanish Test: Test description and validation summary. Retrieved from http://www.versanttest.com/technology/VersantSpanishTestValidation.pdf
Picard, E., Bernardino, F., & Ehigiator, K. (2009). Global citizenship for all: Low minority participation in study abroad seeking strategies for success. In R. Lewis (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 321-345). New York, NY: Routledge.
Shively, R. (2011). L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43, 1818–1835.
Sweeney, K. (2013). Inclusive Excellence and Underrepresentation of Students of Color in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 23(Fall), 1–21.
Talburt, S., & Stewart, M. A. (1999). What’s the subject of Study Abroad?: Race, Gender, and “Living Culture.” The Modern Language Journal, 83(ii), 163–175.
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Published
2018-04-27
How to Cite
Quan, T. (2018). Language Learning while Negotiating Race and Ethnicity Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 32–46. https://doi.org/10.36366/frontiers.v30i2.410
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Research Articles
