Karaoke in Costa Rica: A Multidimensional Approach to Study Abroad 1a Danielle Geary 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. © 2015 IJSCL. All rights reserved. 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