ABSTRACT
This chapter focuses on the particular circumstances of the Anglophone sojourner abroad. It shows that these will be useful both for those advising Anglophone languages students undertaking residence abroad in multilingual environments, and for the students themselves, in order to progress toward what are usually ambitious goals of social and cultural engagement and L2 development. Anglophone students should not expect "immersion", either cultural or linguistic, and devices such as language pledges will offer only short-term protection, if any. Sojourners themselves are plurilingual, and they have complex emotional attachments and needs attaching to all of the languages they know. The Language and Social Networks Abroad Project sojourners all engaged in some form of cultural or touristic excursions, often with fellow sojourners or visiting family, and spoke enthusiastically about these experiences and the encyclopedic cultural knowledge they had developed in this way. Educators need to understand better sojourners' enthusiasm for travel, and how to maximize its contribution to intercultural learning.
