Language Learning and Study Abroad: The European Perspective

Abstract

The purpose of the present paper is to describe, for a North American audience, how “study abroad” or “residence abroad” is understood in the European context. Here, it is not merely an educational matter: the historical, geographical and political context of Europe has an important influence on the rationale for student residence abroad and on its organisation. As well as highlighting differences from the American context, the paper will describe features of current practice, focusing particularly on the United Kingdom, for several reasons. Residence abroad has been a compulsory part of most degrees in modern languages in the UK for many years, the UK has larger numbers of students involved in the process, and the evaluation of residence abroad has arguably been more systematic than elsewhere in Europe, where residence abroad is normally optional, is not closely integrated into the degree structure, and (at least until recently) has carried little or no weight within the credit structure of the degree. Finally, I shall review the published research into residence abroad, especially with regard to foreign language proficiency and to intercultural competence. The paper is divided into four sections dealing respectively with the European context, residence abroad in Europe, UK specific information, and research findings.

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