The Results of Short-Term Bilingual Exchanges Keep on Ticking: Long-Term Impacts of Brief Bilingual Exchanges

Autor/in	Mady, Callie
Titel	The Results of Short-Term Bilingual Exchanges Keep on Ticking: Long-Term Impacts of Brief Bilingual Exchanges
Quelle	In: Foreign Language Annals, 44 (2011) 4, S.712-726 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2011.01158.x
Schlagwörter	Second Language Learning; Employment Opportunities; Educational Opportunities; Language Proficiency; Bilingualism; French; Questionnaires; Interviews; Self Concept; Language Usage; Leisure Time; Language Skills; Travel; Cultural Awareness; World Views; Student Attitudes; Exchange Programs; Outcomes of Education; English (Second Language); Foreign Countries; French Canadians; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Berufschance; Beschäftigungschance; Bildungsangebot; Bildungschance; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Französisch; Fragebogen; Interviewing; Interviewtechnik; Selbstkonzept; Sprachgebrauch; Freizeit; Travelling; Reisen; Reise; Cultural identity; Kulturelle Identität; World view; Weltanschauung; Schülerverhalten; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Frankokanadier; Kanada
Abstract	This article presents the long-term impacts of brief bilingual (English/French) exchanges as identified by past exchange participants through questionnaire and interview responses. The findings indicate that former exchange participants (a) have confidence in their language abilities, (b) continue to use their second language, (c) choose leisure activities that help to maintain their language, and (d) seek and take opportunities for second language use. In regard to nonlinguistic effects, the results showed that the participants: (a) sought bilingual job opportunities, (b) had expanded educational opportunities due to second language proficiency, (c) found bilingual jobs, (d) used their second language on the job, (e) had other opportunities because of their second language abilities, (f) traveled to regions where second language is dominant, and (g) sought other cultural experiences. (Contains 4 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10