Cristina Sanz is Professor of Spanish Linguistics, Chair of the Department of Spanish and Portuguese and Director of the Barcelona Summer Program at Georgetown University. Alfonso Morales-Front is Associate Professor of Spanish Linguistics and Director of the Spanish Summer Institute and the Quito Summer Program at Georgetown University.

"This authoritative volume exemplifies the contemporary state of the art in research on language learning in study abroad contexts, representing a broad range of theoretical frameworks and methodological approaches. It should be required reading for researchers in this field as well as for language education professionals involved in international education."Celeste Kinginger, Pennsylvania State University, USA

• Introduction: Issues in study abroad research and practiceCristina Sanz & Alfonso Morales-FrontA. Theoretical and methodological approaches to study abroadSurvey of theoretical approaches 1. Variationist research methods and the analysis of second language data in the study abroad contextKimberly Geeslin & Jordan Garrett2. Psycholinguistic, cognitive and usage-based approaches to study abroad research.Tim McCormickSurvey of methodological approaches 3. Quantitative approaches for study abroad researchSarah Grey4. Qualitative approaches for study abroad researchNatalia Curto Garcia-NietoB. Language development and personal growth: Key areas Phonological development5. Acquisition of phonetics and phonology abroad: what we know and howMegan Solon & Avizia Yim Long6. L2 Spanish intonation in a short-term study abroad program.Jorge Mendez-SeijasPragmatics7. Being polite at the railway or bus station: How role-play can illustrate the differences between Study Abroad groups vs Heritage Students and At-Home groups of Spanish L2 university learners.Lourdes Díaz, Mariona Taulé & Núria Enríquez8. Developing L2 pragmatic competence in study abroad contexts.Wei RenMorphosyntax9. The development of second language grammar in a study abroad context.Martin Howard & John W. Schwieter10. Benefits of study abroad and working memory on l2 morphosyntactic processing Nuria Sagarra & Ryan LabrozziOral fluency and complexity11. Effects of time and task on L2 Mandarin Chinese language development during study sbroadClare Wright12. Utterance fluency in the study-abroad context: An overview of research methodologiesLorenzo García-Amaya13. Exploring L3 fluency development during a three-month stay abroad through a dialogic taskMaria Juan-GarauLexical development14. Vocabulary acquisition during study abroad: A comprehensive review of the researchVictoria Zaytseva, Carmen Pérez-Vidal & Imma MiralpeixCommunication and/or learning strategies15. Language learning strategy use by learners of Arabic, Chinese, and Russian during study abroadJeffery R. Watson & Gregory EbnerPersonal growth16. Project Perseverance: Creating a culture of engagement during study abroadR. Kirk Belnap, Jennifer Bown and Thomas BownIdentity17. Identity and study abroadBrandon TullockC. The program: Study abroad settingsLength of stay18. Length of time abroad and language ability: Comparing means using a latent approachLin Gu19. A short-term study abroad program: An intensive linguistic and cultural experience on a neighboring Pacific IslandDiane de Saint-Léger & Kerry MullanFamily vs. dorm stays20. Interactional development through dinnertime talk: The case of American students in Chinese homestaysWenhao Diao, Yi Wang, Anne Donovan, Margaret MaloneSheltered programs, direct matriculation programs, hybrid programs21. Making a difference through talk: Spanish heritage speakers as language exchange partners in a hybrid study abroad program.Silvia Marijuan.Service learning programs, professional programs22. Curricula crossing borders: Integrating multicultural and multilingual teacher education courses in study abroad.Eric Bybee, Julia Menard Warwick, Enrique David Degollado, Deb Palmer, Shannon Kehoe, Luis Urrieta Jr.23. Development of critical intercultural communicative competence and employability in work abroad programs: A UK perspective.Sandra Y. Lopez-Rocha.Language Program Components24. Interaction and corrective feedback in study abroad.Lara Bryfonski & Alison MackeyD. The person: Individual differencesAptitude, motivation, anxiety, working memory25. Study abroad and L2 learner attitudesKimberly L. Geeslin & Lauren B. Schmidt26. The role of cognitive aptitudes in a study abroad language learning environment.Medha Tare, Ewa Golonka, Alia K. Lancaster, Carrie Bonilla, Catherine J. Doughty, R. Kirk Belnap & Scott R. Jackson27. Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidenceMandy Faretta-Stutenberg & Kara Morgan-ShortExperienced learners (bilinguals), Heritage Language Learners28. Spanish heritage language learners in study abroad across three national contextsTracy Quan, Rebecca Pozzi, Shannon Kehoe & Julia Menard-WarwickProficiency levels29. Proficiency levels in study abroad: Is there an optimal time for sojourning?Bernard Issa & Janire ZalbideaAge30. What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting? Àngels LlanesIntercultural sensitivity31. Unpacking the study abroad experience: An intercultural processKacy M. PeckenpaughE. ApplicationsPreparing students for study abroad32. The role of individual factors in students’ attitudes toward credit-bearing pre-departure classes: implications for practice.Lisa M. Kuriscak & Kelly J. KirkwoodEducating teachers and administrators on study abroad33. Linking high-impact immersion to study abroad: Higher education faculty and staff make connectionsDelane Bender-Slack & Diane Ceo-DiFrancescoWhere study abroad fits in the foreign language curriculum34. When some study abroad: How returning students realign with the curriculum and impact learningPaula Winke and Susan GassThe future of study abroad35. History and current trends in U.S. study abroad.Amelia J. Dietrich

Cristina Sanz is Professor of Spanish Linguistics, Chair of the Department of Spanish and Portuguese and Director of the Barcelona Summer Program at Georgetown University. Alfonso Morales-Front is Associate Professor of Spanish Linguistics and Director of the Spanish Summer Institute and the Quito Summer Program at Georgetown University.

"This authoritative volume exemplifies the contemporary state of the art in research on language learning in study abroad contexts, representing a broad range of theoretical frameworks and methodological approaches. It should be required reading for researchers in this field as well as for language education professionals involved in international education."Celeste Kinginger, Pennsylvania State University, USA

• Introduction: Issues in study abroad research and practiceCristina Sanz & Alfonso Morales-FrontA. Theoretical and methodological approaches to study abroadSurvey of theoretical approaches 1. Variationist research methods and the analysis of second language data in the study abroad contextKimberly Geeslin & Jordan Garrett2. Psycholinguistic, cognitive and usage-based approaches to study abroad research.Tim McCormickSurvey of methodological approaches 3. Quantitative approaches for study abroad researchSarah Grey4. Qualitative approaches for study abroad researchNatalia Curto Garcia-NietoB. Language development and personal growth: Key areas Phonological development5. Acquisition of phonetics and phonology abroad: what we know and howMegan Solon & Avizia Yim Long6. L2 Spanish intonation in a short-term study abroad program.Jorge Mendez-SeijasPragmatics7. Being polite at the railway or bus station: How role-play can illustrate the differences between Study Abroad groups vs Heritage Students and At-Home groups of Spanish L2 university learners.Lourdes Díaz, Mariona Taulé & Núria Enríquez8. Developing L2 pragmatic competence in study abroad contexts.Wei RenMorphosyntax9. The development of second language grammar in a study abroad context.Martin Howard & John W. Schwieter10. Benefits of study abroad and working memory on l2 morphosyntactic processing Nuria Sagarra & Ryan LabrozziOral fluency and complexity11. Effects of time and task on L2 Mandarin Chinese language development during study sbroadClare Wright12. Utterance fluency in the study-abroad context: An overview of research methodologiesLorenzo García-Amaya13. Exploring L3 fluency development during a three-month stay abroad through a dialogic taskMaria Juan-GarauLexical development14. Vocabulary acquisition during study abroad: A comprehensive review of the researchVictoria Zaytseva, Carmen Pérez-Vidal & Imma MiralpeixCommunication and/or learning strategies15. Language learning strategy use by learners of Arabic, Chinese, and Russian during study abroadJeffery R. Watson & Gregory EbnerPersonal growth16. Project Perseverance: Creating a culture of engagement during study abroadR. Kirk Belnap, Jennifer Bown and Thomas BownIdentity17. Identity and study abroadBrandon TullockC. The program: Study abroad settingsLength of stay18. Length of time abroad and language ability: Comparing means using a latent approachLin Gu19. A short-term study abroad program: An intensive linguistic and cultural experience on a neighboring Pacific IslandDiane de Saint-Léger & Kerry MullanFamily vs. dorm stays20. Interactional development through dinnertime talk: The case of American students in Chinese homestaysWenhao Diao, Yi Wang, Anne Donovan, Margaret MaloneSheltered programs, direct matriculation programs, hybrid programs21. Making a difference through talk: Spanish heritage speakers as language exchange partners in a hybrid study abroad program.Silvia Marijuan.Service learning programs, professional programs22. Curricula crossing borders: Integrating multicultural and multilingual teacher education courses in study abroad.Eric Bybee, Julia Menard Warwick, Enrique David Degollado, Deb Palmer, Shannon Kehoe, Luis Urrieta Jr.23. Development of critical intercultural communicative competence and employability in work abroad programs: A UK perspective.Sandra Y. Lopez-Rocha.Language Program Components24. Interaction and corrective feedback in study abroad.Lara Bryfonski & Alison MackeyD. The person: Individual differencesAptitude, motivation, anxiety, working memory25. Study abroad and L2 learner attitudesKimberly L. Geeslin & Lauren B. Schmidt26. The role of cognitive aptitudes in a study abroad language learning environment.Medha Tare, Ewa Golonka, Alia K. Lancaster, Carrie Bonilla, Catherine J. Doughty, R. Kirk Belnap & Scott R. Jackson27. Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidenceMandy Faretta-Stutenberg & Kara Morgan-ShortExperienced learners (bilinguals), Heritage Language Learners28. Spanish heritage language learners in study abroad across three national contextsTracy Quan, Rebecca Pozzi, Shannon Kehoe & Julia Menard-WarwickProficiency levels29. Proficiency levels in study abroad: Is there an optimal time for sojourning?Bernard Issa & Janire ZalbideaAge30. What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting? Àngels LlanesIntercultural sensitivity31. Unpacking the study abroad experience: An intercultural processKacy M. PeckenpaughE. ApplicationsPreparing students for study abroad32. The role of individual factors in students’ attitudes toward credit-bearing pre-departure classes: implications for practice.Lisa M. Kuriscak & Kelly J. KirkwoodEducating teachers and administrators on study abroad33. Linking high-impact immersion to study abroad: Higher education faculty and staff make connectionsDelane Bender-Slack & Diane Ceo-DiFrancescoWhere study abroad fits in the foreign language curriculum34. When some study abroad: How returning students realign with the curriculum and impact learningPaula Winke and Susan GassThe future of study abroad35. History and current trends in U.S. study abroad.Amelia J. Dietrich

Cristina Sanz is Professor of Spanish Linguistics, Chair of the Department of Spanish and Portuguese and Director of the Barcelona Summer Program at Georgetown University. Alfonso Morales-Front is Associate Professor of Spanish Linguistics and Director of the Spanish Summer Institute and the Quito Summer Program at Georgetown University.

"This authoritative volume exemplifies the contemporary state of the art in research on language learning in study abroad contexts, representing a broad range of theoretical frameworks and methodological approaches. It should be required reading for researchers in this field as well as for language education professionals involved in international education."Celeste Kinginger, Pennsylvania State University, USA

• Introduction: Issues in study abroad research and practiceCristina Sanz & Alfonso Morales-FrontA. Theoretical and methodological approaches to study abroadSurvey of theoretical approaches 1. Variationist research methods and the analysis of second language data in the study abroad contextKimberly Geeslin & Jordan Garrett2. Psycholinguistic, cognitive and usage-based approaches to study abroad research.Tim McCormickSurvey of methodological approaches 3. Quantitative approaches for study abroad researchSarah Grey4. Qualitative approaches for study abroad researchNatalia Curto Garcia-NietoB. Language development and personal growth: Key areas Phonological development5. Acquisition of phonetics and phonology abroad: what we know and howMegan Solon & Avizia Yim Long6. L2 Spanish intonation in a short-term study abroad program.Jorge Mendez-SeijasPragmatics7. Being polite at the railway or bus station: How role-play can illustrate the differences between Study Abroad groups vs Heritage Students and At-Home groups of Spanish L2 university learners.Lourdes Díaz, Mariona Taulé & Núria Enríquez8. Developing L2 pragmatic competence in study abroad contexts.Wei RenMorphosyntax9. The development of second language grammar in a study abroad context.Martin Howard & John W. Schwieter10. Benefits of study abroad and working memory on l2 morphosyntactic processing Nuria Sagarra & Ryan LabrozziOral fluency and complexity11. Effects of time and task on L2 Mandarin Chinese language development during study sbroadClare Wright12. Utterance fluency in the study-abroad context: An overview of research methodologiesLorenzo García-Amaya13. Exploring L3 fluency development during a three-month stay abroad through a dialogic taskMaria Juan-GarauLexical development14. Vocabulary acquisition during study abroad: A comprehensive review of the researchVictoria Zaytseva, Carmen Pérez-Vidal & Imma MiralpeixCommunication and/or learning strategies15. Language learning strategy use by learners of Arabic, Chinese, and Russian during study abroadJeffery R. Watson & Gregory EbnerPersonal growth16. Project Perseverance: Creating a culture of engagement during study abroadR. Kirk Belnap, Jennifer Bown and Thomas BownIdentity17. Identity and study abroadBrandon TullockC. The program: Study abroad settingsLength of stay18. Length of time abroad and language ability: Comparing means using a latent approachLin Gu19. A short-term study abroad program: An intensive linguistic and cultural experience on a neighboring Pacific IslandDiane de Saint-Léger & Kerry MullanFamily vs. dorm stays20. Interactional development through dinnertime talk: The case of American students in Chinese homestaysWenhao Diao, Yi Wang, Anne Donovan, Margaret MaloneSheltered programs, direct matriculation programs, hybrid programs21. Making a difference through talk: Spanish heritage speakers as language exchange partners in a hybrid study abroad program.Silvia Marijuan.Service learning programs, professional programs22. Curricula crossing borders: Integrating multicultural and multilingual teacher education courses in study abroad.Eric Bybee, Julia Menard Warwick, Enrique David Degollado, Deb Palmer, Shannon Kehoe, Luis Urrieta Jr.23. Development of critical intercultural communicative competence and employability in work abroad programs: A UK perspective.Sandra Y. Lopez-Rocha.Language Program Components24. Interaction and corrective feedback in study abroad.Lara Bryfonski & Alison MackeyD. The person: Individual differencesAptitude, motivation, anxiety, working memory25. Study abroad and L2 learner attitudesKimberly L. Geeslin & Lauren B. Schmidt26. The role of cognitive aptitudes in a study abroad language learning environment.Medha Tare, Ewa Golonka, Alia K. Lancaster, Carrie Bonilla, Catherine J. Doughty, R. Kirk Belnap & Scott R. Jackson27. Contributions of initial proficiency and language use to second-language development during study abroad: Behavioral and event-related potential evidenceMandy Faretta-Stutenberg & Kara Morgan-ShortExperienced learners (bilinguals), Heritage Language Learners28. Spanish heritage language learners in study abroad across three national contextsTracy Quan, Rebecca Pozzi, Shannon Kehoe & Julia Menard-WarwickProficiency levels29. Proficiency levels in study abroad: Is there an optimal time for sojourning?Bernard Issa & Janire ZalbideaAge30. What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting? Àngels LlanesIntercultural sensitivity31. Unpacking the study abroad experience: An intercultural processKacy M. PeckenpaughE. ApplicationsPreparing students for study abroad32. The role of individual factors in students’ attitudes toward credit-bearing pre-departure classes: implications for practice.Lisa M. Kuriscak & Kelly J. KirkwoodEducating teachers and administrators on study abroad33. Linking high-impact immersion to study abroad: Higher education faculty and staff make connectionsDelane Bender-Slack & Diane Ceo-DiFrancescoWhere study abroad fits in the foreign language curriculum34. When some study abroad: How returning students realign with the curriculum and impact learningPaula Winke and Susan GassThe future of study abroad35. History and current trends in U.S. study abroad.Amelia J. Dietrich