Abstract
Though study abroad (SA) is becoming an increasingly popular educational avenue for second-language (L2) learners, there is little knowledge of what factors create a successful learning experience. One methodological approach is to consider the amount of time students use their L2 while abroad, and subsequently consider what factors (linguistic, personal, or social) might lead to increased or diminished L2 use. The current study examines data collected in 2010, in which 27 learners from an intensive overseas-immersion program in Spain completed the Language Contact Profile (LCP). Throughout the program, the learners were bound to a language commitment, pledging to speak, read, and write only in their L2. The results presented here, both quantitative and qualitative, suggest that the language pledge was largely followed, reflecting high levels of L2 use; the results also allude to some advantages and disadvantages of using the LCP to track language use.
Teacher attitudes toward bilingual education: the power and possibility of a two-way immersion program to effect change
