Second Language Acquisition and International Service-Learning

Kristen Tarantino

Topic Statement

I am studying second language (L2) acquisition

through international service-learning (ISL)

programs because I want to find out the extent to

which cultural immersion impacts student gains in

L2 acquisition in order to help my reader

understand the implications for best practices and

student learning outcomes for ISL programs.

Definition Clarification

Second Language vs. Foreign Language

Immersion vs. nonimmersion [sic] learning programs

Linguistic vs. nonlinguistic outcomes (Gardner, 1985)

(Baker & MacIntyre, 2000)

International service-learning (ISL)

(Crabtree, 2008)

Sociological Orientation

Symbolic Interactionist perspectives

Vygotsky’s theory of language acquisition (Mullaney,

2005)

Language development theory: Schumann’s theory of

acculturation (Gardner, 1985)

Conflict theory

Noted because of the international context, specifically

with regard to Freire and community development

(Crabtree, 2008)

Acculturation & L2 Acquisition

(Gardner, 1985, p. 136)

Lit Review

Established networks or relationships within communities may increase likelihood of cultural interaction leading to an increase in L2 acquisition (Mancini-Cross, Backman, & Baldwin, 2009;Trent, 2004).

Service-learning abroad students interact more with native speakers than traditional study abroad students suggesting a more authentic interaction/learning experience (Martinsen et al., 2010).

Immersion experiences allow students the opportunity to confirm and predict expectations for communication in L2 (Baker & MacIntyre, 2000; Trent, 2004).

Proposed Research

Analyze existing data from student interviews gathered during previous research (SOMOS students)

Consider gathering additional interview data from SOMOS students and/or MANOS students to gauge their attitudes/experiences with the language barrier

Observe deliberations on applicants to SOMOS, paying close attention to those mention of language ability

Look into using an Oral Proficiency Test, to be “graded” by native speakers, for baseline language ability and then for achieved ability (pre/post-test)

Surveying students for types of activities and interactions completed while in-country (immersion), as well as for estimated length of time spent in those activities or interactions

ReferencesBaker, S. C. , & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.

Crabtree, R. D. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service Learning, 15(1), 18-36. Retrieved from http://hdl.handle.net/2027/spo.3239521.0012.101

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore, MD: Edward Arnold.

Mancini-Cross, C., Backman, K. F., & Baldwin, E. D. (2009). The effect of the language barrier on intercultural communication: A case study of educational travel in Italy. Journal of Teaching in Travel and Tourism, 9, 104-123. doi: 10.1080/15313220903042004

Martinsen, R. A., Baker, W., Dewey, D. P., Bown, J., & Johnson, C. (2010). Exploring diverse settings for language acquisition and use: Comparing study abroad, service learning abroad and foreign language housing. Applied Language Learning, 20(1-2), 45-69.

Mullaney, J. (2005). Service-learning and language-acquisition theory and practice. In J. Hellebrandt & L. T. Varona (Eds.), Construyendo puentes (Building bridges): Concepts and models for service-learning in Spanish (pp. 49-60). Sterling, VA: Stylus.

Trent, J. (2004). Learning Cantonese in the community: An exploration of the role of interaction in language learning. Hong Kong Journal of Applied Linguistics, 9(1), 33-52.