Foreign Language Houses
Identities in Transition
Bibliographic Data
| ID | 21175366 |
|---|---|
| Authors | Jennifer Bown (0000-0003-0027-0265, Brigham Young University), Dan P Dewey (0000-0003-1453-4153, Brigham Young University), Rob A Martinsen (0000-0002-1565-1274, Brigham Young University), Wendy Baker (0000-0002-4050-4735, Brigham Young University) |
| Year | 2011 |
| Volume | 8 |
| Issue | 3 |
| Pages | 203-235 |
| Publication date | 2011-08-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Inquiry in Language Studies (JOURNAL) |
| Journal identifiers | ISSN: 1542-7587 • E-ISSN: 1542-7595 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15427587.2011.571350 |
| OpenAlex | W2044454714 |
| Language | EN |
| Citations received | 4 |
| References cited | 46 |
This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and participate in activities such as preparing and eating dinner together. Data sources for the study included interviews, observations, and video recordings. The data, which were analyzed qualitatively, revealed that the central experience of living in the foreign language house was the creation of a livable community and that use of the L2 was a secondary priority. A number of factors influence the livability of a given community, including the size of the community, proficiency levels, and participants' investments in and identification with the community. Participants forged alternate identities in relationship to their new communities. Based on these findings, the study includes programmatic implications for optimizing such programs
Facilitator · Foreign language · Language proficiency · Linguistics · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Negotiating Bilingual and Bicultural Identities
Identity and Language Learning
Communities of Practice
Study Abroad and Second Language Use
Context of Learning and Second Language Fluency in French
What Makes Us Think That Students Who Study Abroad Become Fluent?
Imagined Communities, Identity, and English Language Learning
You Just Don't Understand
The Discovery of Grounded Theory
Self-Instruction and Success
How periods abroad affect vocabulary growth in a foreign language
Investment and Second Language Acquisition
Bilingualism and Identity
Negotiation in a Japanese Study Abroad Setting
Langage et pouvoir symbolique
Interactional context and willingness to communicate
Learning English at School
Casa Hispana
Assessing Speaking Proficiency in the Undergraduate Curriculum
Dynamic emergence of situational willingness to communicate in a second language
Social Identity, Investment, and Language Learning
On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research
Situated Learning
Rethinking Context
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2011 - 2025 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |