Second Language Acquisition in specific learning contexts:  Study abroad and content and language integrated learning settings

Dr. María Andriá, University of Barcelona/National & Kapodistrian University of Athens

Learning context has always been considered a determining factor in Second/Foreign Language Acquisition (SLA) and its importance has been highlighted by several scholars (Collentine, 2009; Collentine & Freed, 2004; Freed, 1995, 1998; Freed, Segalowitz & Dewey, 2004 among others). Each learning context implies different quality and quantity of Second Language (L2) input, different types of instruction and different opportunities for L2 learners to practice the target language—aspects that can undoubtedly have an impact on the way L2 acquisition will take place.

The present workshop aims, firstly, at introducing the different types of learning settings, focusing especially on the study abroad (Llanes, 2011; Pérez-Vidal, 2014) and the Content and Language Integrated Learning (CLIL) contexts. Secondly, it aims at presenting the effects of these settings on learners' language development in different aspects, such as the acquisition of sociolinguistic competence, the acquisition of fluency, the use of communicative strategies and the development of oral and written skills. Lastly, the workshop will discuss the main methodological issues when carrying out research in this specific field (DeKeyser, 2014), as well as the contribution of this kind of research in our understanding of SLA processes and outcomes (Sanz, 2014)

References:

Collentine, J. (2009). Study abroad research: Findings, implications and future directions. In C. Doughty & M. Long (Eds.), Handbook of language teaching (pp. 218-233). Malden, MA: Blackwell Publishing, Ltd.

Collentine, J. & Freed, B. F. (2004). Introduction: Learning context and its effects on second language acquisition. Studies in Second Language Acquisition, 26, 153-72.

DeKeyser, R. (2014). Methodological considerations about research on language development during study abroad. In C. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 313-326). Amsterdam: John Benjamins.

Freed, B. F. (1995). What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Amsterdam: John Benjamins.

Freed, B. F. (1998). An overview of issues and research in language learning in a study abroad setting. Frontiers: The interdisciplinary Journal of Study Abroad, IV, 31-60.

Freed, B. F., Segalowitz, N., & Dewey D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275-301.

Llanes, À. (2011). The many faces of study abroad: An update on the research on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 3, 189-215.

Pérez-Vidal, C. (Ed.) (2014). Language acquisition in study abroad and formal instruction contexts. Amsterdam: John Benjamins.

Sanz, C. (2014). Contributions of study abroad research to our understanding of SLA processes and outcomes: the SALA project, an appraisal. In C. Pérez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 1-13). Amsterdam: John Benjamins.