Exploring language diversity dimensions and differences in meaningful experiences during short-term study abroad (STSA)

IF 2.8 2区社会学 Q2 PSYCHOLOGY, SOCIAL

International Journal of Intercultural Relations Pub Date : 2025-08-22 DOI:10.1016/j.ijintrel.2025.102270

Marina Iskhakova , Dana L. Ott , Andrew Bradly

{"title":"Exploring language diversity dimensions and differences in meaningful experiences during short-term study abroad (STSA)","authors":"Marina Iskhakova , Dana L. Ott , Andrew Bradly","doi":"10.1016/j.ijintrel.2025.102270","DOIUrl":null,"url":null,"abstract":"<div><div>The purpose of this paper is to explore whether and how students' engagement in meaningful experiences during short-term study abroad (STSA) programs differ across varying language diversity dimensions. While STSA has become one of the most widely adopted forms of international experience by universities worldwide, the role of language diversity dimensions has been under-examined. Drawing on experiential learning theory we investigate differences in meaningful experiences based on whether participants are monolingual, bilingual, or multilingual and whether the host country is English-speaking or non-English-speaking. Then, we explore the intersection of these two language diversity dimensions to better understand whether students’ engagement in meaningful experiences during STSA differs when both language repertoire and host country language are combined. Our findings are based on the learning journals of 116 undergraduate business students who participated in a two-week immersive study tour. Through our exploration, we provide important implications about the role of language in STSA. We also highlight recommendations for global mobility providers and higher education institutions who design and develop international education opportunities.</div></div>","PeriodicalId":48216,"journal":{"name":"International Journal of Intercultural Relations","volume":"108 ","pages":"Article 102270"},"PeriodicalIF":2.8000,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Intercultural Relations","FirstCategoryId":"90","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0147176725001336","RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}

引用次数: 0

Abstract

The purpose of this paper is to explore whether and how students' engagement in meaningful experiences during short-term study abroad (STSA) programs differ across varying language diversity dimensions. While STSA has become one of the most widely adopted forms of international experience by universities worldwide, the role of language diversity dimensions has been under-examined. Drawing on experiential learning theory we investigate differences in meaningful experiences based on whether participants are monolingual, bilingual, or multilingual and whether the host country is English-speaking or non-English-speaking. Then, we explore the intersection of these two language diversity dimensions to better understand whether students’ engagement in meaningful experiences during STSA differs when both language repertoire and host country language are combined. Our findings are based on the learning journals of 116 undergraduate business students who participated in a two-week immersive study tour. Through our exploration, we provide important implications about the role of language in STSA. We also highlight recommendations for global mobility providers and higher education institutions who design and develop international education opportunities.

查看原文本刊更多论文

短期海外学习中有意义体验的语言多样性维度与差异研究

本文的目的是探讨在不同的语言多样性维度下，学生在短期海外学习（STSA）项目中参与有意义的经历是否以及如何不同。虽然STSA已成为世界各地大学最广泛采用的国际经验形式之一，但语言多样性方面的作用尚未得到充分研究。根据体验式学习理论，我们根据参与者是单语、双语还是多语以及东道国是英语国家还是非英语国家来调查有意义体验的差异。然后，我们探讨这两个语言多样性维度的交集，以更好地了解当语言储备和东道国语言结合在一起时，学生在STSA期间参与有意义的体验是否会有所不同。我们的研究结果基于116名商学院本科生的学习日志，这些学生参加了为期两周的沉浸式游学。通过我们的探索，我们对语言在STSA中的作用提供了重要的启示。我们还为设计和开发国际教育机会的全球流动提供者和高等教育机构提供了重点建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Intercultural Relations Multiple-

CiteScore

4.30

自引率

14.30%

发文量

122

期刊介绍： IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations. The contents encompass theoretical developments, field-based evaluations of training techniques, empirical discussions of cultural similarities and differences, and critical descriptions of new training approaches. Papers selected for publication in IJIR are judged to increase our understanding of intergroup tensions and harmony. Issue-oriented and cross-discipline discussion is encouraged. The highest priority is given to manuscripts that join theory, practice, and field research design. By theory, we mean conceptual schemes focused on the nature of cultural differences and similarities.