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A Cross-Linguistic and Cross-Skill Perspective on L2 Development in Study Abroad

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Foreign Language Proficiency in Higher Education

Part of the book series: Educational Linguistics ((EDUL,volume 37))

Abstract

The present study reports on measured gains in L2 proficiencies in speaking, reading and listening of U.S. students (N = 308) who took part in year-long federally funded overseas immersion programs for Arabic, Chinese and Russian. Subjects were late adolescent and young adult learners of diverse social and economic backgrounds participating in year-long structured instructed immersion programs hosted in China, Kazakhstan, Moldova, Morocco and Russia. L2 gains in post-program proficiency levels from 4.76 to 7.74 standard deviations above pre-program measured levels are reported for both the early- and the late-stage learners: Mean post-program proficiency levels of ILR-2, CEFR-B2 are demonstrated by the early-stage learners across skills in all three target languages. The mean post-program proficiency levels of ILR-3, CEFR-C1 of the university subjects meets certification levels for language-designated positions in in most U.S. government and professional organizations. The study also examines skill gains across modalities: Advanced participants show concurrent gains across three skills: reading, listening, and speaking. Post-program reading and speaking are strongly correlated with pre-program listening at the advanced levels. Reading ability is strongly associated with gains in speaking and in listening skills, as the student progresses from novice through the professional level.

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Notes

  1. 1.

    Analysis of the distribution of K-12 foreign language enrollments across the U. S. indicates a correlation between socio-economic levels within a school district (as reflected in the 2010 U.S. Census) and the likelihood that the district will (or will not) offer a foreign language, defined as a language other than English, at the K-12 level. See discussion of estimate models, National FL Enrollment Survey (2017), https://www.americancouncils.org/sites/default/files/FLE-report-June17.pdf

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Author information

Authors and Affiliations

  1. American Councils Research Center (ARC), American Councils for International Education, Washington, DC, USA

    Dan E. Davidson

  2. Myra T. Cooley Lectureship, Bryn Mawr College, Bryn Mawr, PA, USA

    Dan E. Davidson

  3. Department of Russian, Bryn Mawr College, Bryn Mawr, PA, USA

    Jane Robin Shaw

Authors
  1. Dan E. Davidson
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  2. Jane Robin Shaw
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Correspondence to Dan E. Davidson .

Editor information

Editors and Affiliations

  1. Second Language Studies Program, Michigan State University, East Lansing, MI, USA

    Paula Winke  & Susan M. Gass  & 

Appendices

Appendices

1.1 Appendix 1 (SP)

1.1.1 NSLI for Youth Eligibility Requirements

www.nsliforyouth.org

NSLI-Y programs offer intensive language immersion in a variety of locations around the world. Scholarships are available for students to learn the following languages: Arabic, Bahasa Indonesia Chinese (Mandarin), Hindi, Korean, Persian (Tajiki), Russian, and Turkish.

Programs may take place in the following locations: China, Estonia, India, Indonesia, Jordan, Korea, Latvia, Moldova, Morocco, Russia, Taiwan, Tajikistan, Turkey and other locations around the world.

1.1.2 Eligibility Requirements

  • U.S. citizen

  • Grade point average (GPA) of 2.5 or higher on a 4.0 scale, or the equivalent

  • 15–18 years of age at start of program (birthdate between July 10, 1999 and June 10, 2003 for summer programs; birthdate between September 20, 1999 and June 30, 2003 for academic year programs)

  • Enrolled in high school (including home school)

  • Not an immediate family member of an employee of the U.S. Department of State who works in the Youth Programs Division of the Bureau of Educational and Cultural Affairs or an employee at a NSLI-Y administering organization whose duties involve the NSLI-Y program

  • Have not previously traveled outside the U.S. on a long-term (more than eight weeks) program sponsored by the Bureau of Educational and Cultural Affairs, Department of State

  • Previous NSLI-Y summer program participants or participants of ECA-funded short-term programs are only eligible to apply for a NSLI-Y academic year program.

Previous language study is not a requirement. Students of all levels of language ability are encouraged to apply.

The NSLI-Y program seeks applicants who represent the diversity of the United States. Students of all racial, ethnic, religious, gender identities, sexual orientations, and socio-economic backgrounds are welcome to apply, as are students with disabilities.

1.2 Appendix 2 (UP)

1.2.1 The Language Flagship Capstone Program

www.thelanguageflagship.org

The Flagship Capstone full-year immersion is open to all Domestic Flagship undergraduate students who are committed to attaining professional or superior-level language proficiency through an intensive language training program tailored to their professional interests and academic specialization. It may occur during the third, fourth, or fifth year of a student’s undergraduate program. The model also assumes and encourages that, in addition to full-year study, students will complete an additional period of immersion overseas to accelerate their language learning.

Applicants should have a strong academic record, a demonstrated interest in advancing their Arabic, Russian, Persian, Chinese, Hindi/Urdu, Korean, Portuguese, and Turkish skills and using these languages in their future career, and a desire to share their understanding of this language and culture within the larger community.

1.2.2 Undergraduate Applicants

All students who are enrolled at one of the Domestic Flagship Programs and reach the required proficiency level ILR-2 in their language on an Oral Proficiency Interview (OPI) and at least on one of the online modalities (reading, listening, writing), while scoring no lower than level ILR-1+ on the remaining two online modalities, are accepted to the Overseas Program, upon recommendation of the Overseas Project Directors.

1.2.3 Russian Overseas Flagship Post-BA or “At-Large” Applicants

The Russian Overseas Flagship Program accepts qualified applicants who did not participate in a Domestic Flagship Program and already have a bachelor’s degree. The participants are selected on the basis of their language skills, academic merits, previous experience of study abroad, and ability to demonstrate how advanced Russian skills are going to help their career plans. At-large applicants to the Russian Overseas Flagship Program must either possess a B.A. degree or expect to receive one before starting the program. Successful applicants who are not heritage speakers must have completed at least three years of language at a college level and must have participated in a language study program in a Russian-speaking country for at least six weeks.

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Davidson, D.E., Shaw, J.R. (2019). A Cross-Linguistic and Cross-Skill Perspective on L2 Development in Study Abroad. In: Winke, P., Gass, S.M. (eds) Foreign Language Proficiency in Higher Education. Educational Linguistics, vol 37. Springer, Cham. https://doi.org/10.1007/978-3-030-01006-5_12

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  • DOI: https://doi.org/10.1007/978-3-030-01006-5_12

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