Learning a language abroad and the implications for social participation and positioning

ABSTRACT For second language learners, an international experience can have positive effects on language learning and intercultural development even when participating in a program of relatively short duration. One issue which has not yet received attention is the potential impact that the study abroad experience may have on social participation and position as perceived by the learners themselves. The present study draws on post-structural views of second language acquisition and positioning theory to qualitatively analyze these issues among language learners who were currently studying abroad. Thirteen students from a Canadian university participated in a four-week language immersion experience in Spain. On Day 1, the participants were asked to give their informal definitions of social participation and social positioning and on Day 2, were asked to submit more formal definitions of these issues after having researched them on their own. On the last day abroad, the participants re-read their Day 2 responses and answered open-ended questions in which they reflected on how these social participation and positioning may be affected as a result of the study abroad experience. The discussion of the findings provides implications for study abroad programming and directions for future research.