Following Freed’s (2009) landmark publication, this volume is the latest in a nexus of work seeking to broaden the scope of inquiry on second language (L2) acquisition in a study abroad context (see Regan, Howard, & Lemée, Reference Regan, Howard and Lemée2009; Vande Berg, Paige, & Lou, Reference Vande Berg, Paige and Lou2012). Whereas 40 years of research focusing largely on the language learner as a static, unitary mental construct has failed to arrive at any solid conclusions about L2 acquisition in a study abroad context, the authors in this collection tackle the interesting but—from a research angle—messier question of “subjective aspects of language development in intercultural contexts” (p. 1), each in their own way reorienting the research focus towards “whole people,” to use Coleman’s (this volume) term.
The book is divided into three parts: (a) two orientation chapters, (b) six chapters reporting qualitative research and case studies, and (c) four studies focused on pragmatics and identities. Coleman’s witty and spot-on chapter in the orientation section of the book, “Researching whole people and whole lives,” encapsulates the bold and ambitious scope of this volume. Citing problems in the field of SLA such as the incomparability of studies over time and across divergent populations, he notes that far too few studies have looked at the long-term impact of study abroad and lifelong outcomes. Critical of quantitative methods that are disconnected from experience, Coleman laments that SLA research has separated mind and acquisition from the flesh and blood of individuals with personal histories and motivations existing in highly context-specific sociocultural milieus.
A common thread throughout the work in this volume is that cognitive factors as well as social networks and affective dimensions are crucial to determining L2 acquisition outcomes. Indeed, the notion of identity is primary. Drawing on disciplines such as cultural studies, anthropology, and ethnography, the researchers espouse a variety of frameworks (e.g., Vygotskian sociocultural theory, activity theory, poststructuralism, developmental model of intercultural sensitivity) that place identity (or identities, seen as dynamic and socially constructed) at the fore.
Through personal interviews, reflective essays, and observation, often in conjunction with quantitative findings, this volume fills a methodological gap by including case studies, longitudinal investigations, and less commonly studied subject populations. The studies also model integration of quantitative and qualitative data, ranging from simply adding a follow-up interview component to an existing quantitative study (chapters by Iwasaki, “Acquisition of mitigating language (hedges) in L2 Japanese,” and Fernandez, “A corpus-based study of vague language use by learners in a study abroad context”) to more complex and sophisticated research designs such as Shardakova’s “I joke, you don’t,” which involves learners’ humorous intent in speech acts with regard to target culture identity and native and nonnative speakers’ actual perception of their identities. Dervin (“Politics of identification in the use of lingua francas in student mobility to Finland and France”) also blends the macro- (250 questionnaires) and microlevels (one in-depth interview).
Trained as an applied linguist, having served as resident director for six different study abroad programs, and long ago having participated as a student in three different study abroad programs, I felt a strong resonance with this volume. Recently returned from directing a year abroad experience, I came to know my group of 33 students quite well, both academically and personally. These traditionally college-aged individuals represented widely divergent worldviews, value systems, and life experiences. As I read this volume, my fresh (re-)awareness of the breadth of human diversity led me to think, “How can questions of identity not affect the experience and enter into our discussion?” The book will be of interest to applied linguists and SLA researchers seeking to expand research models or keep track of this exciting and promising direction in the field. Cultural theorists, study abroad program administrators, and classroom language teachers (several authors include discussions of pedagogical implications of their work) will also find food for thought. Finally, motivated student learners may recognize elements of their own selves and gain insight into their experience abroad, which, after all, is what it’s all about.
