1 |
Language, Mobility and Study Abroad in the Contemporary European Context
|
|
|
|
In: https://hal-univ-perp.archives-ouvertes.fr/hal-03237682 ; Routledge, 300p., 2021, 9781003087953. ⟨10.4324/9781003087953⟩ (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus
|
|
|
|
BASE
|
|
Show details
|
|
3 |
The language affiliations of mobile students in the international university
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Structure and agency in the development of plurilingual identities during study abroad
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Study abroad for Anglophones: language learning through multilingual practices
|
|
|
|
BASE
|
|
Show details
|
|
6 |
A longitudinal study of advanced learners' linguistic development before, during and after study abroad
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Career entry of modern languages graduates: The long term impact of study abroad on graduate identity
|
|
|
|
Abstract:
For students of modern languages, study abroad (SA) is a significant opportunity for linguistic, sociocultural and personal development. Less is known about the durability of these developments, once students progress to graduate careers. This paper reports a study of 33 specialist languages graduates from a UK university, 3 years post-graduation, who had previously participated in a longitudinal study tracking their development through a 2-semester stay abroad. The follow-up study gathered further data on personal biographies and career pathways, on maintenance of skills in the language studied, on social and professional uses of other languages, and on beliefs relating to language identity. This paper offers insights into the career entry and related identity development among UK languages graduates, including the ongoing impact of SA. We highlight the challenges involved in supporting participants’ maintenance of a long-term multilingual identity and meeting societal needs for committed languages specialists
|
|
URL: https://eprints.soton.ac.uk/437202/1/SRHE_2019_submission.docx https://eprints.soton.ac.uk/437202/
|
|
BASE
|
|
Hide details
|
|
9 |
Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The engagement of BAAL - and applied linguistics - with policy and practice
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Anglophone students abroad: Identity, social relationships and language learning
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Placement type and language learning during residence abroad
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Subjunctive use and development in L2 French: a longitudinal study
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The development of social relations during residence abroad
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Residence abroad, social networking and second language learning
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Social networks, target language interaction and second language acquisition during the year abroad: a longitudinal study ...
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
|
|
|
|
BASE
|
|
Show details
|
|
|
|