The Omnipresent Classroom during Summer Study Abroad: American Students in Conversation with Their French Hosts

By S. Wilkinson. 2002

192 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f1c29a62653a0508935c1500743109404d83f066

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In Language and Linguistics

Citations in the corpus

Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners' Perspectives. (2013, background): “The fifth and eighth most frequent ways of using language involved connections between the classroom and out-of-class language contact, connections Wilkinson (2002) also found to be rather strong.”
Language Learning and Study Abroad: A Critical Reading of Research (2009, background): “ories and practices described for American learners (Miller and Ginsburg 1995; Wilkinson 2002) contrast with those invoked by students for”
THE EFFECT OF THE CONTEXT OF LEARNING ON THE USE OF COMMUNICATION STRATEGIES BY LEARNERS OF SPANISH AS A SECOND LANGUAGE (2004, background): “…although the SA L2 instructors and some host families may feel an obligation to provide L2 assistance and feedback on the learners’ production of L2 forms ~Wilkinson, 2002!, it is assumed that the majority of NSs the learners encounter in their daily lives in the target culture ~e+g+,…”
Language learning and study abroad (2018, background): “In the mid-1990s, a number of qualitative studies of SA language learning emerged, including Polanyi (1995), Pellegrino (1998, 2005), Wilkinson (1998a, 1998b, 2002), and Talburt & Stewart (1999).”
Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners' Perspectives (2012, background): “An approach that provides support with cross-cultural differences, motivation, issues of identity, and so forth would be beneficial for learners who might struggle to take advantage of the linguistic environment in spite of greater time abroad (cf., Pellegrino-Aveni, 2005; Rivers, 1998; Wilkinson, 2”
The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “…development of narrative (Collentine, 2004) and phonological abilities during study-abroad programs (Díaz-Campos, 2004, 2006), as well as student perceptions of the study-abroad experience (Brecht & Robinson, 1995; Douglass, 2006; Kinginger, 2008; Miller & Ginsberg, 1995; Wilkinson, 1998, 2002).”
Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews (2012, background): “Researchers have discussed a number of possible factors infl uencing the success of SA, including active interaction with the host culture and families (Kinginger, 2004; Knight & Schmidt-Rinehart, 2010; Wilkinson, 2002),”