Abstract Although the effects of a study abroad (SA) experience have been investigated, the impact of a SA experience in a multilingual setting is unknown. The present study examines oral lexical L2 development in Spanish as a foreign language over a three-month SA experience in a multilingual setting (Spanish, Catalan, and English). To track oral lexical development in Spanish, 18 international students spending a semester at a Catalan university were asked to explain a story in Spanish at the beginning and at the end of their stay. Data were examined quantitatively (lexical complexity) and qualitatively (through two different measures of incorrect lexical exchanges, one involving only Spanish words and the other one involving words from other languages). Results indicated that participants used more varied words and made fewer lexical exchanges involving other languages at the post-test. However, the qualitative results showed that, although participants learned more words, they did not use them appropriately.

This study investigates how English Studies teacher educators construct and negotiate their linguistic and pedagogical identities, focusing on orientations toward English as a Lingua Franca (ELF), standard language norms, and translanguaging. Based on five semi-structured interviews with university lecturers from two Spanish institutions, the research explores (1) their language orientations and self-perceived proficiency along an ELF-nativeness continuum, and (2) the alignment between these identities and their self-reported pedagogical practices. The analysis reveals three recurring identity/ideological positions—ELF-compatible, ambivalent, and normative—linked to distinct approaches in the classroom. Educators that follow ELF principles promote linguistic diversity and flexible language use; normative-oriented lecturers emphasize correctness and native-speaker standards; and ambivalent participants reveal ideological tensions and shifting stances. The findings suggest that linguistic identity is closely related to self-reported teaching practices, which tend to align, though to varying degrees, with ELF principles in support of students’ learning processes. Overall, the study highlights the importance of fostering critical reflection in teacher education.

An increasing number of studies have proposed strategies for integrating the role of English as a global lingua franca into teacher education programs as a way to respond to the demands posed by th...Un nombre creixent d’estudis han proposat estratègies per a integrar el paper de l’anglès com ...

Target language use and development and sociocultural and psychological adaptation during study abroad: A systematic narrative review of barriers and facilitators Authors Anne Marie Devlin University College Cork Emma Riordan University College Cork Judith Borràs Universitat de Lleida María Victor...