FOREIGN LANGUAGE HOUSES: IDENTITIES IN TRANSITION

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 anot...

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Bibliographic Details
Published in:Critical inquiry in language studies 2011-08, Vol.8 (3), p.203-235
Main Authors: Bown, Jennifer, Dewey, Dan P., Martinsen, Rob A., Baker, Wendy
Format: Article
Language:English
Subjects:
Church Related Colleges
French
Housing
Interviews
Japanese
Language Proficiency
Language Tests
Language Usage
Learning Experience
Native Speakers
Observation
Oral Language
Program Development
Qualitative Research
Russian
Second Language Learning
Self Concept
Student Attitudes
Video Technology
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Summary: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.
ISSN:1542-7587
1542-7595
DOI:10.1080/15427587.2011.571350