Language Learning while Negotiating Race and Ethnicity Abroad

Authors

  • Tracy Quan University of California Davis

DOI:

https://doi.org/10.36366/frontiers.v30i2.410

Keywords:

Study abroad, US higher education, Students of color, Experiences abroad

Abstract

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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Author Biography

Tracy Quan, University of California Davis

Tracy Quan (Ph.D., University of California Davis) is a Visiting Assistant Professor of Spanish at Colby College. Her research focuses on how identity relates to language learning across contexts, including the classroom, study abroad, and informal settings. She investigates the acquisition of formulaic language, oral fluency development, and language maintenance and attitudes. 

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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