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1 the Linguistic Gains and Acculturation of American The Linguistic Gains and Acculturation of American High School Students on Exchange Programs in Germany Item Type text; Electronic Dissertation Authors Lovitt, Ashli Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 12:53:37 Link to Item http://hdl.handle.net/10150/293543 1 THE LINGUISTIC GAINS AND ACCULTURATION OF AMERICAN HIGH SCHOOL STUDENTS ON EXCHANGE PROGRAMS IN GERMANY by Ashli Lovitt __________________________ Copyright © Ashli Lovitt 2013 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY DOCTORAL PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2013 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Ashli Lovitt, titled The Linguistic Gains and Acculturation of American High School Students on Exchange Programs in Germany and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ___________________________________________________________ Date: 3/27/2013 Beatrice Dupuy ___________________________________________________________ Date: 3/27/2013 Linda Waugh ___________________________________________________________ Date: 3/27/2013 Chantelle Warner Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date: 3/27/2013 Dissertation Director: Beatrice Dupuy 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Ashli Lovitt 4 ACKNOWLEDGEMENTS First and foremost, I would like to thank my committee members (Drs. Dupuy, Waugh, and Warner) for their careful guidance and feedback throughout the dissertation process. Thank you to… Dr. Dupuy for chairing my committee and providing ongoing feedback during the data collection phase. I would also like to thank her for instructing a study abroad course, which laid the foundations for this study. I am also appreciative of the detailed feedback she provided on earlier versions of this work and for her valuable suggestions regarding possible article topics. Dr. Waugh for providing helpful suggestions regarding theoretical frameworks that were used in this study, and for specific suggestions regarding the analyses of the participants’ experiences at German schools. Dr. Warner for helping me fine-tune my theoretical framework and develop an appropriate, consistent voice throughout the work. I would also like to thank her for being a constant source of encouragement throughout the writing process. Dr. Bärenfänger for providing me with the opportunity to pursue my doctoral studies in a supportive, challenging work environment, in which I was able to do what I enjoy most—teach. Hans-Jörg Schmidt for his expert leadership on the volleyball court. Without the opportunity to continue my athletic activities while abroad, I would not have been able to find the balance necessary to successfully complete my dissertation. Brigham Young University for allowing me to use the WebCAPE language placement test with my participants free of charge.. The several youth exchange organizations who volunteered their time and effort to help me acquire participants. Without their assistance, this study would not have been possible. The particular exchange student who went above and beyond to help recruit additional participants. You know who you are, and I will be forever grateful for your help with this project. The exchange students who gave of their time and energy to share their stories. Working with you during this study was an enriching experience, and I could never thank you enough. 5 DEDICATION To my parents, Sylvia Yvonne Lovitt and Mark Alan Lovitt and my grandfather, Dr. Thomas Charles Lovitt. This would not have been possible without the education and support I received from you throughout the years. 6 TABLE OF CONTENTS LIST OF TABLES………………………………………………………………………………...7 ABSTRACT……………………………………………………………………………………….8 CHAPTER 1: INTRODUCTION………………………………………………………………..10 1.1. The Genesis of the Study………………………………………………………………..10 1.2. My Role as the Researcher……………………………………………………………...13 1.3. Current Trends in Study Abroad………………………………………………………...14 1.4. Studies of High School Study Abroad…………………………………………………..15 1.5. L1 and L2 Use Among University Study Abroad Students……………………………..16 1.6. The Role of Prior Instruction During Study Abroad……………………………………17 1.7. Identity and Study Abroad………………………………………………………………18 1.8. The Problem and Its Context……………………………………………………………19 CHAPTER 2: PRESENT STUDY………………………………………………………………21 2.1. Layout of the Present Study……………………………………………………………..21 2.2. Methods………………………………………………………………………………….21 2.2.1. Participants………………………………………………………………………...21 2.2.2. Data Collection……………………………………………………………………22 2.2.3. Data Analysis……………………………………………………………………...23 2.3. Results…………………………………………………………………………………...23 2.3.1. Summary of the Results…………………………………………………………...23 2.3.2. Linguistic Advantages of the Year Abroad……………………………………….24 2.3.3. Technology Use…………………………………………………………………...26 2.3.4. The Academic Context……………………………………………………………28 2.3.5. Identity Reconstruction……………………………………………………………30 2.4. Conclusions and Pedagogical Implications……………………………………………..31 2.5. How University Programs Can Benefit from High School Study Abroad……………...34 2.6. Future Directions in Study Abroad Research…………………………………………...36 REFERENCES…………………………………………………………………………………..39 APPENDIX A: CUTTING THE “ELECTRONIC UMBILICAL CORD”: HIGH SCHOOL STUDENTS’ INTERNET USE WHILE ON EXCHANGE IN GERMANY…………………..46 APPENDIX B: AMERICAN EXCHANGE STUDENTS AT GERMAN SECONDARY SCHOOLS……………………………………………………………………………………….93 APPENDIX C: THE (RE)CONSTRUCTION OF NATIONAL AND REGIONAL IDENTITIES IN THE STUDY ABROAD CONTEXT……………………………………………………….166 7 LIST OF TABLES Table 1: Study Participant Demographic Information……………………………………….21-22 Table 2: Summary of Data Collection Instruments and Timeline……………………………….23 8 ABSTRACT There has been a sharp rise in study abroad participation over the last few decades (Institute for International Education, 2011), which can largely be explained by the rise of short-term study abroad programs. While there is much to be gained from participation in such programs, mid- length and year programs may offer the greatest benefits for linguistic gain (e.g. Brecht, Davidson & Ginsberg, 1996; Freed, 1995; Lafford, 2004; Vande Berg, 2003). Despite the advantages of longer stays, the percentage of students studying abroad for an entire year “has remained steady for over a decade” (Institute for International Education, 2011). Roughly four- percent of all students who study abroad choose to do so for an academic or calendar year. This statistic points to a problem with attracting students to pursue longer stays abroad. The Open Doors Report, prepared by the Institute for International Education, assumes a narrow view of study abroad by excluding data on American high school students. The present study attempts to fill a gap in the research by examining the overseas experiences of 14 American high school and gap year students who studied abroad in Germany during the academic year of 2011- 2012. Data for this study was collected in the form of questionnaires, semi-structured interviews, the WebCAPE German placement test developed at Brigham Young University, and unofficial Oral Proficiency Interviews. The findings of the current study may help inform those involved in study abroad at both the high school and university levels. The purposes of this mixed-methods research, which is organized into three articles, are the following: 1) to investigate students’ use of technology in a study abroad context, and examine how online communication might be indicative of participation in multiple Activity Systems (e.g. Engeström, 2011; Lantolf & Thorne, 2006; Leontiev, 2006), 2) to describe students’ degree 9 of participation in new Communities of Practice at German schools (Lave & Wenger, 1991; Wenger, 1998; 2000) and, 3) to investigate students’ (re)construction of national and regional identities. The role that language proficiency and prior instruction in the target language might play in the study abroad context is explored across all three topics. 10 CHAPTER 1: INTRODUCTION 1.1. The Genesis of the Study The origins of this study have their roots in the mid-90’s, when the researcher, along with hundreds of other American
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