The chapters presented in this volume have broadly discussed experiential learning in a variety of local contexts, from short-term, community-based service-learning experiences to longer-term, immersive experiences such as the foreign language housing context. The authors present many programmatic models for other second language educators to follow, detailing the benefits and drawbacks of each. In this concluding chapter, we summarize the current state of the field of experiential second language learning in domestic contexts, as well as detail future directions for research in the field.

State of the Field

As the chapters published in this volume suggest, experiential learning is no longer at the fringes of second language education, but is currently being incorporated by educators in many different target languages and in distinct educational contexts. As Wurr's chapter reminds us, service learning, for example, is not just an educational trend in the post-secondary context, but can be broadly implemented in the K-12 setting as well. In addition to the variety of contexts in which experiential learning is taking place, we also see a variety of possible outcomes of the learning experiences themselves. Outcomes addressed in this volume include student development of linguistic proficiency (Tocaimaza-Hatch & Walls), students' increased cultural awareness and sensitivity (McDoniel), enhanced community relationships (Thomas) and an increased profile of the target language and/or target cultures (Miller). As Tocaimaza-Hatch and Walls' results suggest, completing service-learning projects in the target language can enhance both second language and heritage language students' vocabulary acquisition, increase their confidence in their linguistic abilities and strengthen connections to home/target culture community. Abbott, McDoniel and Miller's chapters also mention students' growth in cultural awareness of various target culture issues, especially in local contexts, be they a business context or the local immigrant community. Finally, Burke, Grim, Jones, Miller and Thomas all note that experiential learning opportunities bring greater attention to the target language and culture by bridging the gap between educational and experiential contexts.