Translingual Competence and Study Abroad: Shifts in Sojourners' Approaches to Second Language Learning

Autor/inn/en	Kang, Hyun-Sook; Pacheco, Mark Barba
Titel	Translingual Competence and Study Abroad: Shifts in Sojourners' Approaches to Second Language Learning
Quelle	In: Language and Education, 34 (2020) 5, S.425-439 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Hyun-Sook) ORCID (Pacheco, Mark Barba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1775246
Schlagwörter	Study Abroad; Second Language Learning; Second Language Instruction; Code Switching (Language); Korean; Native Language; Semiotics; Student Attitudes; Case Studies; Self Concept; Student Placement; English (Second Language); Foreign Students; Language Usage; Student Mobility; Teacher Education; Metalinguistics; Summer Programs; Cultural Awareness; Communicative Competence (Languages); Asians; Undergraduate Students + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Zweitsprachenerwerb; Fremdsprachenunterricht; Koreanisch; Semiotik; Schülerverhalten; Case study; Fallstudie; Case Study; Selbstkonzept; Schülerpraktikum; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lehrerausbildung; Lehrerbildung; Metalanguage; Metasprache; Sommerkurs; Cultural identity; Kulturelle Identität; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	While study abroad (SA) has long been considered an opportunity for language learning, relatively little research has investigated how short-term SA programs hosted by Anglophone countries support varied aspects of sojourners' language learning. To address this gap, the current study examined how 10 college students from a Korean university developed translingual competence (Canagarajah 2014) while participating in a 4-week program hosted by a US Midwestern university. This study explored the ways in which individual sojourners developed their knowledge of semiotic resources and awareness of these resources in relation to communicative situations afforded by the SA program. Data, including bi-weekly written sojourner reflections, mid-program focus group interviews, individual interviews at the program's conclusion, questionnaires before and after the program, participant-observer notes, and other artifacts, were analyzed, using a cross-case study design (Stake 1995). Sojourners demonstrated their understandings of (1) how resources relate to aspects of their identities and those of their interlocutors; (2) how resource use was shaped by their local placements and they could shape aspects of their environments to accommodate resources; and (3) how English linguistic resources could be encoded to facilitate communication during SA. The implications of these findings are further discussed for SA program development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01