Karaoke in Costa Rica: a Multidimensional Approach to Study Abroad

Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

Danielle Geary1a

Abstract

This case study was conducted to determine the benefits of a ARTICLE HISTORY: multi-dimensional study abroad program that included a community service component. It encompassed the Received January 2015 following aspects of the study abroad experience: Received in revised form April 2015 motivation for travel, language learning research, the Accepted April 2015 role of autonomy in language learning, and cultural Available online April 2015 awareness, behaviors, and attitudes. The researcher acted as a participant and an observer through ongoing ethnographical observations as the program took place. The researcher also implemented an oral assessment to determine the subjects’ language skills, and conducted one-on-one interviews with participants about the KEYWORDS: culture of Costa Rica and the comprehensive impact of Study abroad the study abroad experience. To assess what aspects of Language and culture the program facilitated and impeded target language Intercultural communication fluency, the researcher collected information on Community service student participation in the everyday lives of the Language and identity natives, their living accommodations, the number of hours per week of formal second language (L2) instruction, and the opportunities for consistent, daily conversation in the target language.

1 Lecturer, Email: [email protected] Tel: +1-404-894-7327 a Georgia Institute of Technology, USA 58 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

1. Introduction 2. Theoretical Framework

tudy abroad is not new to the college In 1899, Mark Twain (as quoted in “Travelling experience. As far back as 1640, higher Well”, 2011) proposed that “broad, wholesome, S education students studied in other charitable views of men and things cannot be countries as a degree requirement throughout acquired by vegetating in one little corner of Europe (Landis, Bennett, & Bennett, 2004). the earth all one’s lifetime” (Quotes on Travel Every year, study abroad provides section, para. 9). For years, studies have international, intercultural, and even life- shown that study abroad experiences provide changing experiences for students across the for the multiple benefits of academic globe. It enhances their knowledge of the development, cultural awareness, appreciation world, improves their communication and life of differences, and a heightened sense of skills, and fosters greater maturity (Hulstrand, independence and adventure (Talburt & 2006; Ingram, 2005). For many years now, Stewart, 1999). Moreover, Black and Duhon researchers have agreed that there seems to be (2006) contended that students who study within the human psyche an intrinsic abroad acquire substantially higher levels of motivation to travel in that it cultivates self- tolerance, self-confidence, independence, and actualization and personal growth (Alderfer, openness as a result of travel. 1972). People travel in search of novelty, to gain knowledge, to interact socially with In terms of foreign language acquisition, data others, and to escape from their routine (Iso- overwhelmingly reveal that confining foreign Ahola, 1982). They take part in particular language study to a classroom adversely recreational activities in order to satisfy affects the potential for fluency. In Rifkin’s desired physical and psychological outcomes. (2005) research, for example, he described a Educational tourism is a way for human beings kind of “ceiling effect” (p. 3) in the traditional to accomplish a variety of these outcomes in a foreign language class, suggesting that there is single experience (Manfredo, Driver, & only so much one can learn in a school setting. Tarrant, 1996). As St. Augustine (as quoted in Approximately 10,000 hours of practice are Esar, 1995) stated so eloquently, “The world is required to become an expert in an L2. a book and those who do not travel read only a Although children accomplish this task in their page” (p. 822). native language by the time they are 5 years old, the typical classroom-based learner Although academic study abroad programs receives only 600 hours of foreign language take place for a variety of purposes in an array instruction (Ericsson & Charness, 1994). Such of contexts, they are especially promoted in time restraints and limited practice, university foreign language departments to researchers argue, make the outcome of improve target language skills outside the fluency from a strictly classroom-based classroom setting (Gray, Murdock, & program all but impossible due to the lack of Stebbins, 2002; Wilkinson, 2002). The idea is the natural element of language learning. to “live” the language in meaningful and authentic ways through the interaction and Correspondingly, homestay living arrangements building of relationships with native speakers and positive relationships with natives in the (Gray et al., 2002; Rivers, 1998; Wilkinson, target country are essential to L2 acquisition. 2002). As more colleges and universities Homestay and social events, for instance, incorporate and encourage study abroad as expedite intercultural exposure (Cluett, 2002) part of their curriculum, more research and for obvious reasons. Students form evaluation methods are necessary in order to relationships with local friends and host family assess program effects and to design and members through spontaneous, authentic implement better study abroad programs. The discourse with native speakers. Furthermore, purpose of this study was to evaluate a study students believe that they make progress in abroad program and its success in achieving speaking and listening when they take part in foreign language acquisition and intercultural these informal occasions for conversation understanding. (Cluett, 2002). Steinberg (2002) supported this belief and maintained that “learning takes place outside the study abroad classroom in D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 59

the student’s living situation, associations with workshops, and a project portfolio at the end peers, and participation in extracurricular of the 7 weeks as well as the work students do activities” (p. 211). in the schools. Most formal language instruction was provided through their journal Additionally, study abroad programs provide writing corrections. Most of their L2 speaking an opportunity to link theory and reality, was with Costa Rican natives in natural, thereby facilitating experiential learning or the spontaneous conversations in an environment opportunity to construct one’s own knowledge where they had no choice but to use their L2 via firsthand experience (Ritchie, 2003). daily in order to communicate. Studying abroad is an ideal example of experiential learning in that students learn This evaluation incorporated a case study from their firsthand experiences during travel approach to address the expectations, and ultimately apply their educational experiences, and foreign language acquisition experiences into their lives. Due to its natural of a specific, adult, short-term study abroad connection to travel, researchers often apply program in Costa Rica. The study used experiential learning theory not only to study quantitative and qualitative data-collection abroad programs but also to field trips and techniques. international curricula. Laubscher (1994) suggested that study abroad programs The researcher was a participant and an transformed abstract concepts into concrete observer of the program. This evaluation study experiences that validated the learning was guided by the following four research experience. In other research, Sutton and questions: Rubin (2001) substantiated marked academic gains as a result of study abroad when they 1. What effect does this short-term study compared an at-home student group to a abroad program have on the acquisition of sojourn abroad student group in which the target language skills? study abroad group had increased success in 2. What knowledge, behaviors, and attitudes world geography, global interdependence, and related to Costa Rica resulted from the cultural relativism. Furthermore, because program? language, culture and social conventions are 3. How does the program meet the interwoven (Naji Meidani, 2013), study abroad expectations of adult foreign language creates the unique environment in which to students? experience them organically for an extended 4. What aspects of the program facilitate period of time. target language fluency and what aspects impede target language fluency? This particular study abroad was unique in several ways. First, it included community 3. Methodology service whereby each student lived in a 3.1. Design different town. Secluded from tourist areas and big cities, students lived in host family homes This assessment of the short-term study abroad in separate towns, where they served as program used the Scriven (1999) model of language assistants and cultural ambassadors goal-free evaluation, using four research in the local elementary schools, teaching questions as a guide to determining what English speakers of other languages (ESOL) objectives were achieved. A discrepancy during regular school hours, Monday through model allowed for recommendations on Friday. Additionally, students had to have at potential improvements for the program, if least a high intermediate level of Spanish, necessary. write an essay, and make it through a rigorous interview process in order to participate in the 3.2. Participants program, which took place in rural Costa Rica. This comprehensive, cultural characteristic, Subjects for this study consisted of nine combined with academics, was what set this students from a private liberal arts college in program apart from the typical sojourn abroad. North Georgia who participated in a 7-week The academic aspect included a special topics Costa Rica Summer 2012 study abroad course and internship that included journaling, program. They were young men and women

60 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

between the ages of 19 and 22 who were To determine what aspects of the program studying foreign language as a part of their facilitated target language fluency and what bachelor’s degree. They had at least an aspects impeded target language fluency, the intermediate level of proficiency in Spanish researcher traveled to Costa Rica in order to and represented a diverse group of collect information on the students’ contact undergraduate students. For many, this was and participation in the everyday lives of the their first trip abroad. This specific program natives; their living accommodations; the combined the aspects of sociology and foreign number of hours per week of formal L2 language into a unique bicultural program instruction; and the opportunities for design that worked as a language exchange consistent, daily conversation in the target program. The procedure for selecting language. The researcher participated in the participants was based on time and location of study by spending time with the students on a the college’s Costa Rica study abroad daily basis, including sitting in on Spanish schedule. Study participants were volunteers classes, observing the program’s service work from that group. component, and visiting with the host families when possible. 3.3. Procedure 4. Results In order to determine the subjects’ initial target language skills, an Oral Assessment Spanish 4.1. Research Question 1 Reading Running Record (RRR) was administered and recorded before the students This research question asked, what effect does left for Costa Rica (see Appendix A). An RRR this short-term study abroad program have on is a reading assessment tool that determines an the acquisition of target language skills? In individual’s reading level and what kinds of order to answer this research question, the errors are being made (Cooper & Kiger, 2011; researcher compared and assessed the scores Shanker & Cockrum, 2010). During the RRR, of the Oral Assessment Spanish RRR (see a student reads benchmark passages out loud Appendix A) of four paragraphs of text that to the instructor who has a copy of the same became increasingly more difficult to read text printed on a separate form for grading. from Paragraph 1 to Paragraph 4. The instructor checks off each word read correctly. Incorrect words are circled. The This RRR was administered twice, once before form also allows for notations. the trip and again on the last night of the trip. The researcher also asked a specific question To assess the knowledge, behaviors, and related to language acquisition in the student attitudes resulting from the program, the interview protocol, finding recurring themes researcher conducted one-on-one phone among the interviewees’ answers. interviews with nine participants pertaining to what they learned about the culture of Costa Results of the Oral Assessment Spanish RRR Rica as well as their initial attitudes toward the Participants repeatedly struggled with vowel country and how they changed during the sounds. The Spanish letter i was the vowel study abroad experience. This was done most circled as an error. Students also approximately 1 month after the students struggled with the Spanish letter z and the returned home upon completion of the accented letter e in Bartolomé. The Number 79 program, giving them a period of time to in the text was confused with the Number 69 assimilate what they learned during their stay (69 and 79 are almost exactly alike in the in Costa Rica before participating in the Spanish language) as were cognates or words interview. that look similar in Spanish and English such To assess how the program met the as identical and idéntica and international and expectations of adult foreign language internacional. The word internacional was the students, the researcher conducted one-on-one word most circled as an error both times the interviews with nine subjects on their RRR was administered. Statistically, the expectations of the program before the recurrent errors were as follows: experience and if these expectations were met or exceeded during the study abroad. 1. Eight of nine participants mispronounced D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 61

the word internacional. higher on their second Oral Assessment 2. Four mispronounced the Spanish letter z. Spanish RRR, whereas three more made 3. Four missed the accent in Bartolomé. modest gains. Only one made more mistakes 4. Five confused 79 with 69. on the second reading. The results of the findings are presented in Figure 1. Of nine participants, five scored significantly

No. Errors of 6

0 1 2 3 4 5 6 7 8 9 Student Before After

Figure 1 Oral Assessment Spanish Reading Running Record Results Before Study Abroad and After Study Abroad

Results of the interview protocol question myself I’d just be in a conversation with related to language skills: How do you feel somebody and it’d just like flow out and I about your level of language acquisition? was like “Whoa. Where are these words coming from?” Before ... I had to think Eight of nine participants stated that their about every verb ... but then I started to get language proficiency improved in a variety of emotional about things talking to the kids ... ways during their 7 weeks in Costa Rica. They or my family, the verbs would just conjugate mentioned increases in confidence, fluidity, themselves and come out like they needed to vocabulary, and expressions. One student said, be.

I was able to meet someone, introduce Two participants articulated gains in writing in myself and have a conversation in Spanish Spanish. One believed that she had improved without me having to stay on a dictionary when writing about personal expression and and question all the words. Originally, if I opinion and stated, didn’t know a word, I would kind of close down ... and I’d lose my train of thought. By I think [my language acquisition] definitely the end of the time, I would say that I had improved a lot. The first weeks that I was learned how to describe the word if I didn’t there I could pick up a word or two when know it and just, kind of, move on. I’m people were talking to me and kind of get definitely more confident now speaking an idea, but by the end, I was going to my Spanish. “sisters’” houses and having hour-long conversations and not really having to ask Another student stated, any questions except for vocab that I didn’t know ... I think my writing ... got a little I was definitely one of the lowest [language better at expressing myself, like my levels] in the group, and now ... I notice opinions.

62 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

Seven students mentioned the impact of comparison, study abroad participants were hearing native speakers on a daily basis and significantly more successful than were the how it affected their Spanish acquisition. They home learners in the improvement of oral also expressed their opinions that daily proficiency and communication skills. immersion far exceeded classroom language Likewise, when Freed (1995) compared the learning. One student said, language proficiency gains of 15 students of French in a sojourn abroad against 15 Sometimes when you’re trying to say new learners who did not study abroad in order to things in Spanish, you kind of take English measure how living in the target country may and then translate it, and that’s not always influence language fluency or rate of speech, grammatically correct, and then I’m the Oral Proficiency Interview showed that hearing all these native speakers say things, the rate of speech of the study abroad group and I’d be like, “Oh! That is how you word was substantially higher than that of the that.” And plus there’s vocabulary because students who did not participate. you have to know how to say a lot of things that you don’t say in the classroom ever. 4.2. Research Question 2

Another student asserted, This research question asked, what knowledge, behaviors, and attitudes related to Costa Rica I mean, I’ve had 5 years of Spanish classes, resulted from the program? but it’s not the same when you always have the option of using English because if you 1. What new insights do you have concerning don’t know how to say something in the culture of Costa Rica? Spanish you can just switch over to English 2. What did you learn about people and their for as long as you need to and that wasn’t circumstances and environment? an option here, so ... I feel I made really 3. How has this experience changed you as a good progress in just how much I’m able to person? go up to someone and start a conversation or react to what they’re saying to me, like ... The following themes emerged as a result of I guess, too, working the colloquialisms in the study: there ... when you say “here and there,” I’ve always learned it in class as “aquí y 1. Appreciation of cultural differences. This allí,” right? Coming back from Costa Rica, was the first theme to emerge. All nine I now say “acá and allá” which doesn’t … I participants mentioned a new or heightened mean, five years of aquí vs. two months of appreciation of cultural differences as a result acá, but those two months of acá were of their stay in Costa Rica. One student said intense, you know the immersion that that she missed the comforts of home such as everyone always talks about! hot showers and air conditioning but that the Costa Rican people made good use of what Still another student said, they had and believed that “they’re happier people and they have a lot less ... They just People (Costa Rican natives) would live abundantly in different ways.” She shared constantly, in a good way, constantly the following distinct memory: correct me ... and I learned a lot of things that they would say that they didn’t realize My family invited me to go to Karaoke with they were using the past, preterit or them and ... the whole family went and, we whatever, but I picked up on that, so it was were probably there for about three hours, cool to see the application of the grammar, and I just remember thinking, like, “Wow. and my vocabulary grew exponentially. I’m really here right now. I am in Costa Rica. I’m sitting in this huge bar and I have, The findings of Research Question 1 support like, a dirt floor, there’s karaoke going on the work of Segalowitz et al. (2004), who and people are just enjoying themselves”. compared two different learning environments (one study abroad program and Another student was surprised at how much one home program) to assess gains in oral culture there was in a small area. She said that communication in the target language. In it was interesting to have read about the D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 63

culture in class and then be there experiencing A lot of the kids would tell me that they it in person: would farm with the family ... all the little kids would go behind [the adults] ... if they The more time I spent learning it, the more I were working in tobacco farms, they would realized I didn’t know anything about it. go and, like, plant the seed and go behind And that’s something I’m finding about the older person and cover up the hole, or if language and culture in general. The more they were picking up the little red seeds time I spend in it, I just know more and from the coffee beans ... so they could more about how little I know. receive more profit, because they pay them according to how full the basket is ... first They all also mentioned the strong family ties and second grade and they’re telling me and closeness of the Costa Rican families. One this. Wow. student said, “Oh, you always hear that. They’re really, like, family oriented. They’re 3. A sense of independence and adaptability. even more than I thought they were.” Another Six students believed that they had acquired a stated that she wanted sense of independence and the realization that they are adaptable to different circumstances. to get to know the life of a Costa Rican, to Two, specifically, talked about the 1st day and eat as they do, to drink as they do, to live as 1st week and how hard they were. They talked they do, um, and to see an up close and about an adjustment period and getting personal lifestyle, the way that they live, through it, and they shared a new sense of and I was able to live with the family and independence as a result of that difficult time. interact. One said that, after this 7-week study abroad 2. A marked difference between tourism and in Costa Rica, he looks at smaller trips such as studying abroad. Nine participants overwhelmingly long weekends to other places as easy and agreed that they did not know much about something he could definitely do by himself. Costa Rica before the trip and that vacation Another student said the experience taught her spots and beaches were what came to mind “how to fit in comfortably in whatever when they thought of Costa Rica. They agreed circumstance ... being flexible ... being that there was a significant disparity between gracious” and that it taught her understanding tourist areas and true Costa Rican that sometimes things are not going to be neighborhoods. They made the distinction perfect but that one can still adjust and make between being a tourist and being a study the best of a situation and learn from it. After abroad student living with the locals and you accomplish something outside your seemed to appreciate the difference in a way comfort zone, she said, “You feel like, ‘Oh, they had not done so before. They also seemed yeah. I can do this’”. surprised to learn that there was such a vast 4. The meaning of necessity and being grateful distinction between tourist areas and local for what you have. Five students mentioned a neighborhoods. Four participants called their new respect for the difference between need towns and families the real Costa Rica. One and want and being grateful for what you stated that tourist areas are simply “nice hotels have. They said that they learned how to be in another country”. Another said that she had thankful and how to recognize when a different idea about what it means to travel something is not a necessity. One used the the world and the experiences you’ll have if example of a new car, stating, “If I have you choose to stay in popular, tourist areas. something that works, why does it need to be She said, “What’s the point of going the whole really fancy or why does it need to be over the way to a foreign country if you’re just going to top? If it works, why can it not just be stay in big resort on the beach? I can stay in enough?” They talked about the fact that they my own country and go to Florida for that”. were grateful to have their material things but One student learned a lot from her experience understood that they did not really need them. teaching in a local elementary school, which Several used the word excess to describe their was the service component of the study abroad lives in the United States. They found new program: ways to prioritize what is important and what is not so important. “Learning what things

64 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

truly bring you happiness and what do not ... made a point to begin the conversation in that has been a way I’ve changed”, stated one Spanish right away, without hesitation, to let student. Another student who had traveled to them know she wanted and expected to speak other developing countries said, “No matter in Spanish. Another student mentioned a what you have in a lot of different countries, concerted effort made every day in order to there’s still the opportunity to enjoy advance her fluidity. She said that “people happiness”. He went on to mention a common think you just go to a country and learn the theme he had found among families in language, but that is not the case”. She developing countries, proposing that they emphasized that “you have to work for it, think in the following way: “We have what we study, review your mistakes, learn what’s have and we’re lucky to have that”. All correct, and go over it again and again until participants appeared to have a fresh you really know it”. She also stated, perspective on being spoiled and what things they really need. Another said, “[There, It’s not easy. My grammar’s really good, families] are living in the size of my room, and and it’s still hard. ... Like, I always thought I’m living in a house that’s 10 times that size. that my Spanish was really good because I It’s changed my perspective”. know all the grammar and verbs and stuff, but I got here and I thought, “Oh, my 5. Career considerations. Three students cited Spanish’s not that good”. that this experience helped them with career development, personal identity, and what they 7. The idea of different selves. One participant want to do with their lives. One student said, described her time in Costa Rica with the phrase “different selves”, saying she played so [Since I’ve been home] I’ll be talking to many different roles in 1 day that it was as if someone about silly stuff, like, everyday she had different selves. In the morning, for stuff, and I’m like ‘this really doesn’t matter example, she was a teacher at the local ... There’s much more important things I elementary school; in the afternoons, she was could be talking about right now.” ... It’s a daughter and sister to her Costa Rican host really made me think about how I live my family; on Wednesday afternoons, she was a life ... and what I wanna do for a living ... I student studying Spanish with her American decided that I definitely want to be a classmates; a couple of evenings a week, she teacher. was a college girl going out to dance in a nearby town; on the weekends, she was a Another student who was majoring in Spanish tourist traveling to visit other cities and natural and Education already knew she wanted to attractions; and a few times a week, she was teach, but, from her experience teaching in the the daughter of her biological parents in the local elementary school as the service U.S., skyping over the Internet to stay in component of the program, she was able to touch. determine which grades, specifically, that she would prefer. She discovered that she related The findings on knowledge, behaviors, and better to younger students. Another participant, attitudes in Research Question 2 highlight the a psychology major who also taught at a local idea that “the most powerful learning comes elementary school, found that, although she from direct experience” (Nonaka & Takiuchi, was not interested in teaching, she wanted to 1995, p. 10). Some years later, Steinberg become a psychologist and work with (2002) linked this concept to study abroad, children. “Definitely children”, she said stating that the classroom alone limits learning excitedly, “I know now that I want to work and that “learning is not isolated in a with kids. I love it!” classroom, but involves a total experience” (p. 211). Thus, there is a strong belief among 6. The magnitude of student autonomy. Two educators that the total experience of cross- students made references to the importance of cultural study abroad has positive implications student autonomy in L2 acquisition. One said, on students’ personal growth, cultural “You have to put yourself out there. You have awareness, and naturally guiding students in to talk, and you have to be willing to make the direction of a major or profession (Shames mistakes”. She said that, when there were & Alden, 2005). opportunities to converse with the locals, she D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 65

4.3. Research Question 3 they definitely accomplished this goal over the 7 weeks. One student said, “I didn’t really This research question asked, how does the know what to expect ... I just wanted to have program meet the expectations of adult foreign the experience ... and I loved it”. language students? To what extent were they met or exceeded? 5. Cultural understanding. Two students cited cultural understanding as a reason to study All nine students unanimously agreed that abroad. Their main goal was to see firsthand most of their expectations of this study abroad what they had been studying for years. One experience were exceeded. Participants cited said, “It isn’t just something that you read the following nine reasons for studying about; it’s real”. abroad: 6. Opportunities to speak Spanish. One student 1. Improve Spanish language skills. Six of noted, particularly, the opportunity to be more nine participants stated that improving their secluded with locals in this program as a Spanish was one of the reasons they wanted to reason for studying abroad. She wanted to study abroad and one of their expectations of improve her Spanish and expected to make the program, and all six said that it was considerable gains in her language skills as a exceeded. They all concurred that immersion result of two unique program features: one in a Latin American country had made an American student per household and teaching enormous, definite improvement in their in a local elementary school. Spanish fluidity and that they no longer had to think so much about grammar and exactly 7. Build relationships with their ESOL what to say as they spoke. students. One participant expected to build relationships and become close to her students, 2. Influence ESOL’s English. According to an expectation she said was far exceeded. She four participants, the following expectation became friends with school faculty and staff as was not met: the service aspect of the program. well, including the school cook, which really All four thought that they would have more surprised her. “I became close to everyone”, influence on the school and teaching English she said. to their students. They expected a more structured classroom experience with more 8. Establish teaching as a career path. One opportunities to carry out their lesson plans student wanted to determine whether or not and a more serious focus on the teaching and she really wanted to be a teacher and learning of English. considered student teaching in a foreign country a unique way to make the discovery. 3. Become a part of the host family. Three students expressed the expectation to form 9. Impact on self. One student said that she close relationships with their host families and expected the experience to have a great impact now feel almost as if they had a second family on her person as a whole because of the in a foreign country. One was very sad to have combined elements of living with a host to say good-bye to her Costa Rican family; she family and teaching at a local school. She felt torn when she had to go and said that she stated that the program, comprehensive in was going to try to hold onto the experience scope, was what gave her a significant cultural for as long as she could. perspective she would not have experienced otherwise. Living in another country, she said, 4. No specific expectations. Two students said is its own education and that “it changes you”. they did not really have expectations, that they Figure 2 shows the frequency of each simply wanted a different experience, and that expectation of the study abroad program.

66 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

80 70 60 50 40

30 % of % Participants 20 10 0 A B C D E F G H I

Reason

Figure 2 Students’ reasons for participating in the Costa Rica study abroad program. **A=Improve Spanish language skills; B=Influence of teaching English; C=Become part of host family; D=No specific expectations; E=Cultural understanding; F=Opportunities to speak Spanish; G=Build relationships with English speakers of other languages; H=Establish teaching as a career path; I=Impact on self.

It is clear that study abroad enhances students’ a different town, which was one of the unique understanding and empathy for several characteristics of this study abroad program. reasons. Lewis and Niesenbaum (2005) found Participants stated that they conversed daily that linking together an academic course and about a variety of topics, some of which community changed a student’s worldview, included the family business, work, school, which is precisely what happens during study food, and the differences between Costa Rica abroad. Their research was two-fold in that it and the United States. Such close living also demonstrated that a student’s worldview quarters over a span of several weeks also and a heightened sense of globalization are allowed participants to witness spontaneous intertwined and built upon each other (Chieffo L2 conversation topics that included financial & Griffiths, 2003). Results indicated an difficulties, disciplining children, and overall improvement in cross-cultural, global disagreements between family members. understanding, which is similar to the experiences of the members of this case study. 2. Results of class activities. While in Costa Rica, participants took a special topics course 4.4. Research Question 4 that counted toward study abroad credit hours. The course met once a week for 3 hours and This research question asked, what aspects of was taught mainly in Spanish, depending on the program facilitate target language fluency activity content. L2 interaction level was high and what aspects impede target language and beneficial, especially because it was an fluency? opportunity for students to ask questions about colloquial expressions, grammar, and 1. Results of home activities. Home activities vocabulary they were hearing in homes and usually included eating dinner together as a schools and discuss aspects of the culture as family; talking about the day and business in well as the occurrences of the week. natural, everyday conversations; and, Additionally, students read and discussed a occasionally, doing things as a family on the Costa Rican novel throughout the course, weekends. The L2 interaction level was very wrote four weekly journal entries in Spanish, high and very beneficial, especially because, and completed a project portfolio of their in all but one circumstance, each student was experiences in Costa Rica. Students were placed not only in a different home but also in active, enthusiastic participants in the class D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 67

discussions, contributing to the conversation Table 1 with a level of Spanish that was natural, Program Aspects and Second Language Interaction conversational, and fluid. Quality Aspects of Second language 3. Results of service component activities. All program interaction and quality students taught English to the elementary Host family home Very high school students in their respective towns activities Monday through Friday as the service aspect Class activities High of the program. Throughout each day, they Service component Very high spoke Spanish to the children, faculty, and activities staff of the school, which resulted in a high Excursion activities Low level of L2 interaction and quality of Leisure activities Varied interaction. They formed relationships with the Overall interaction High faculty and staff. They ate lunch with their colleagues and discussed lesson plans with the The findings of Research Question 4 support head teachers. They attended school parties previous studies that emphasize optimal living and soccer games. They tutored and corrected arrangements and positive relationships with their students on a daily basis and also asked natives in the target country, as they greatly them how to say certain things in Spanish. impact the rate and degree of foreign language acquisition. Homestay and social events, for 4. Results of excursion activities. On most instance, expedite intercultural exposure weekends, the students went on excursions to (Cluett, 2002) for obvious reasons. Students a variety of places as a group, during which form relationships with local friends and host time L2 interaction and quality of interaction family members through spontaneous, were low. While traveling with their peers, authentic discourse with native speakers. they normally spoke English. Homestay “parents,” along with providing 5. Results of leisure activities. Leisure food and shelter, are also informal linguistic activities included going to the beach, and cultural teachers (Law, 2003). Studies spending time with their host families, visiting conducted by Schmidt-Rinehart and Knight local cities, visiting with locals, visiting each (2004) indicated that dormitories and other other in their respective host families’ homes, nonresidential living arrangements simply skyping with their families in the United States cannot compete with homestay interactions of to keep in touch, and completing course work. daily family life, such as family meals at the In all, the level of L2 interaction and quality of dinner table and religious observances. In fact, interaction varied considerably according to the study abroad members in this study activity. overwhelmingly credited their homestay families for their significant L2 improvement. Overall, the opportunities for significant L2 language interaction in this study abroad 5. Concluding Remarks program were plentiful. Language interaction The purpose of this study was to examine the and quality were significantly high over the 7- comprehensive study abroad experience on week period, which was another way this adult students at a private college in the particular program was unique. In a week’s southern United States. The study determined time, students agreed that they spoke much the comprehensive impact of short-term study more Spanish than English and that, on some abroad on adults and which aspects of the days, they did not speak any English at all. program most benefitted the participants, The following table shows the program taking into account culture, travel, L2 aspects and their corresponding degrees of L2 acquisition, community service, circumstances interaction and quality. and environment, academic pursuits, and impact on self.

Overall, the outcomes of this study suggested that the community service component, especially, should be an integral part of a

68 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

comprehensive study abroad program. As teaching of foreign language. The use of the postulated by Toews and Cerny (2005), the Oral Assessment Spanish RRR in beginning infusion of service and academics promotes courses may help students to become aware of knowledge acquisition, learning outcomes, and which sounds they mispronounce so that they enhanced behaviors and attitudes toward other can make adjustments. cultures. Furthermore, general academic learning is considered to be a benefit of Another implication is the support of existing engaging in service learning (Kendrick, 1996). research on the relationship between language In one study, service-learning students boasted learning and foreign interaction. Study higher exam scores when compared to non- participants described their L2 immersion service-learning individuals (Strage, 2000). experience in Costa Rica with the following Service-learning participants also appear to words and phrases: intense, constant, have better interpersonal skills, problem- consistent, forced to speak Spanish, solving skills and leadership skills with self- surrounded by Spanish, extreme, all the time, reported greater tolerance and reduction in dreaming in Spanish, thinking in Spanish, and prejudice (Moely, McFarland, Miron, Mercer, This is why everyone talks about immersion. & Ilustre, 2002). This study showed that classroom learning pales in comparison to the L2 immersion This study also contributed to literature on the experience, perhaps, most notably because, comprehensive impact of adult study abroad. even for excellent students who are interested The results provided information on the in foreign language and being bilingual, years experiences of college-aged, intermediate to of book learning had not been conducive to L2 advanced L2 learners in a multifaceted study fluency. abroad program. Study abroad programs that include various dimensions such as strong Findings also highlighted the relationship intermediate L2 learners as participants, between cultural understanding and foreign homestay, course work, and a community interaction when participants have an L2 service component may create the ideal foundation. Because intermediate L2 learners environment for cultural understanding, L2 are able to converse about a variety of topics acquisition, and personal growth. It is with their homestay family and the locals, the important to note that students with an L2 interaction is more valuable than it would be foundation who are able at least to otherwise and broader in scope. A major communicate with the locals, with their host implication of this study is that deep families, and at work as soon as they arrive conversations that affect feelings, beliefs, and can take full advantage of the program attitudes may be what truly impacts sojourn dimensions. Also, findings supported existing abroad participants in life-changing ways. The research that none of these characteristics capacity to share life experiences over a cup of alone has the same implications as they do coffee should not be overlooked. Not together. It is the layering of all these elements surprisingly, these social outcomes further in a single program that provides hours and emphasize Naji Meidani’s (2013) idea that hours of cultural and L2 interaction, that language, culture and social conventions are would not exist otherwise, and that are not separate, but interlaced, and the impact on exceedingly beneficial to participants. self that results from exchanges such as these may be the most lasting result of study abroad The results of the Oral Assessment Spanish for the majority of participants. RRR suggested that L2 immersion facilitates fluidity in the smooth transition from the last Finally, the goal-free case study evaluation letter of the last word to the first letter of the model chosen for this study allowed for next word, which is notable because this unanticipated outcomes, as projected (Scriven, transition is often a struggle for L2 learners. 1991). Short-term, adult study abroad The tendency to “trip over” sounds and programs do have merit and can result in a syllables may be markedly reduced after an life-changing transformation of self for young immersion experience. Additionally, results adults. Beyond L2 acquisition and cultural may also promote more emphasis on the awareness, the personal growth acquired from importance of L2 pronunciation in the study abroad is one of the most comprehensive D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 69

effects of living in a foreign country and abroad programs on cultural awareness adapting to a different set of circumstances. and personal development. Journal of Education for Business, 81, 140-144. The first and most obvious limitation in this Chieffo, L., & Griffiths, L. (2003). What’s a study was the population size. The study month worth? Student perceptions of consisted of just nine participants who what they learned abroad. International represented only one private, southern, U.S. Educator, 12(4), 26-31. college. It is difficult to determine to what Cluett, R. (2002). From Cicero to Mohammed extent the results and findings might be Atta: People, politics, and study abroad. generalized to include a larger group or a Frontiers: The Interdisciplinary Journal different region. Another limitation, although of Study Abroad, 8, 17-39. useful for the data collected, was the Cooper, J., & Kiger, N. (2011). Literacy intermediate to advanced language level of all assessment. Belmont, CA: Wadsworth, participants. The fact that all of the students Cengage Learning. had a strong L2 base upon entering the Ericsson, K., & Charness, N. (1994). Expert program may have affected the findings in all performance: Its structure and acquisition. research questions because much of the data American Psychologist, 49, 709-724. collected were dependent upon L2 Esar, E. (1995). 20,000 quips and quotes. conversation skills. The third limitation was USA, Barnes & Noble. the reading of the Oral Assessment Spanish Freed, B. F. (1995). Second language acquisition RRR. There are several factors that influence in a study abroad context. Philadelphia, successful reading aloud: confidence, PA: John Benjamins. nervousness, distraction, timidity, speech Gray, K., Murdock, G., & Stebbins, C. (2002, problems, and so forth. From the first reading May). Assessing study abroad’s effect on to the second, these factors may have been an international mission. Change, 34, 44- better, worse, different, or the same. Many 51. variables may have affected the perceived Hulstrand, J. (2006). Beyond anecdote: language gains in the readings. A fourth Education abroad comes of age. limitation was the chosen L2 for the study. International Educator, 15(1), 52-55. Spanish is widely studied to some degree by Ingram, M. (2005). Recasting the foreign most American students and shares a common language requirement through study alphabet with English. Thus, a different abroad: A cultural immersion program in foreign language may yield different results Avignon. Foreign Language Annals, 38, under the same circumstances and study 211-222. instruments. A fifth limitation was the Iso-Ahola, S. E. (1982). Toward a social students’ age. All of the subjects in this study psychological theory of tourism were college-aged young people; this may motivation: A rejoinder. Annals of have affected their overall perception of their Tourism Research, 9, 256-262. sojourn abroad, especially in terms of cultural Kendrick, J. (1996). Outcomes of service- implications, due to their limited life learning in an introduction to sociology experience. Notwithstanding the limitations, course. Michigan Journal of Community however, this case study supports the Service Learning, 3, 72-81. hypothesis that a structured, multidimensional Landis, D., Bennett, J., & Bennett, M. (Ed.). study abroad program that includes (2004). Handbook of intercultural community service may be the best option for training (3rd ed.). Thousand Oaks, CA: a comprehensive learning experience. Sage. Laubscher, M. R. (1994). Encounters with References difference: Student perceptions of the role of out-of-class experiences in educational Alderfer, C. P. (1972) Existence, relatedness, abroad. Westport, CT: Greenwood Press. and growth; Human needs in Law, M. E. (2003). A case study of study organizational settings. New York, NY: abroad: University students learning Then Free Press. Spanish in context. Unpublished doctoral Black, H. T., & Duhon, D. L. (2006). dissertation, University of South Assessing the impact of business study Alabama, Alabama.

70 Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad

Lewis, T., & Niesenbaum, R. (2005). The Interdisciplinary Journal of Study Extending the stay: Using community- Abroad, 10, 1-18. based research and service learning to Shames, W., & Alden, P. (2005). The impact enhance short-term study abroad. Journal of short-term study abroad on the identity of Studies in International Education, 9, development of college students with 251-264. learning disabilities and/or ad/hd. Manfredo, M. J., Driver, B. L., & Tarrant, M. Frontiers: The Interdisciplinary Journal A. (1996). Measuring leisure motivation: of Study Abroad, 9, 1-31. A meta-analysis of the recreation Shanker, J., & Cockrum, W. (2010). experience preference scales. Journal of Ekwall/Shanker reading inventory. New Leisure Research, 28, 188-213. York, NY: Pearson Education. Martinez-Lage, A., Gutierrez, J., & Rosser, H. Steinberg, M. (2002). Involve me and I will (2007). ¡Tú Dirás! (4th ed.). Boston, MA: understand: Academic quality in Heinle & Heinle. experiential programs abroad. Frontiers: Moely, B. E., McFarland, M., Miron, D., The Interdisciplinary Journal of Study Mercer, S., & Ilustre, V. (2002). Changes Abroad, 8, 207-227. in college students’ attitudes and Strage, A. A. (2000). Service-learning: intentions for civic involvement as a Enhancing student learning outcomes in a function of service-learning experiences. college-level lecture course. Michigan Michigan Journal of Community Service Journal of Community Service Learning, Learning, 9, 18-26. 7, 5-13. Naji Meidani, E. (2013). Review of the book Sutton, R. C., & Rubin, D. L. (2001). The Living Language: An Introduction to GLOSSARI project: Initial findings from Linguistic Anthropology, by L. M. a system wide research initiative on study Ahearn. International Journal of Society, abroad learning outcomes. Frontiers: The Culture & Language, 1(2), 145-149. Interdisciplinary Journal of Study Abroad, Nonaka, I., & Takeuchi, H. (1995). The 8, 65-82. knowledge-creating company. New York, Talburt, S., & Stewart, M. (1999). What’s the NY: The Oxford University Press. subject of study abroad? Race, gender, Rifkin, B. (2005). A ceiling effect in and living culture. The Modern Language traditional classroom foreign language Journal, 83, 163-175. instruction. The Modern Language Toews, M. L., & Cerny, J. M. (2005). The Journal, 89, 3-18. impact of service-learning on student Ritchie, B. W. (2003). Conclusions and development: Students’ reflections in a reflections: The future of educational family diversity course. Marriage and tourism. In B. W. Ritchie, N. Carr, & C. Family Review, 38(4), 79-96. Cooper (Eds.), Managing educational Travelling Well. (2011). Quotes on travel. tourism (pp. 252-259). Clevedon, United Retrieved from http://www.travellingwell. Kingdom: Channel View. com .au/quotes.html Rivers, W. (1998). Is being there enough? The Wilkinson, S. (2002). The omnipresent effect of homestay placements on classroom during summer study abroad: language gain during study abroad. American students in conversation with Foreign Language Annals, 31, 492-500. their French hosts. The Modern Language Schmidt-Rinehart, B., & Knight, S. (2004). Journal, 86, 157-173. The homestay component of study abroad: Three perspectives. Foreign Appendix A Language Annals, 37, 254-262. Scriven, M. (1991). Evaluation thesaurus. Oral Assessment Spanish Reading Running Newbury Park, CA: Sage. Record Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazar, N., & Diaz-Campos, 1. Mi Familia M. (2004). A comparison of Spanish second language acquisition in two Susana y Sara son las hijas gemelas de different learning contexts: Study abroad Roberto y Alicia. Físicamente son idénticas, and the domestic classroom. Frontiers: pero tienen personalidades muy diferentes. D. Geary / International Journal of Society, Culture & Language, 3(2), 2015 ISSN 2329-2210 71

Ellas son las primas de Daniel y Mercedes y 4. Festival Internacional del Cine las sobrinas de Marta. El primer Festival Internacional del Nuevo 2. Un Viaje por Argentina Cine Latinoamericano de la Habana se celebró el 3 al 10 de diciembre de 1979. El Nuestro viaje comenzó en la ciudad de festival fue creado como plataforma de Buenos Aires, conocida como “la Reina de lanzamiento de las cinematografías Plata.” Llegamos al mediodía y después de latinoamericanas que sufrían a tener que dejar las cosas en el hotel, dimos un paseo competir con las grandes producciones de por muchas partes de la ciudad. Hollywood.

3. El Eclipse Errors ______

Cuando fray Bartolomé Arrazola se sintió From ¡Tú Dirás! (4th ed.), by A. Martinez-Lage, perdido, aceptó que ya nada podría ayudarlo. J. Gutierrez, & H. Rosser, 2007. Boston, MA: La selva poderosa de Guatemala lo había Heinle & Heinle. apresado, implacable, y definitiva. Ante su ignorancia topográfica, se sentó con tranquilidad a esperar la muerte.