ABSTRACT

After providing definitions of core constructs in relation to study abroad, this chapter reviews research findings which challenge the expectation that most student sojourners are fully immersed in the host environment, develop a more global mindset, and experience significant personal transformation, including gains in second language proficiency and intercultural competence. A complex mix of internal and external elements can influence the quality of sojourn learning and result in divergent learning paths and outcomes. This chapter underscores the importance of pedagogical interventions in study abroad and the need for intercultural educators to be sensitive to the multifarious elements that can impact sojourn learning.