ABSTRACT
This chapter discusses a number of underlying concepts which are central to understanding the sojourn abroad as both a social and a language learning experience, from an interdisciplinary perspective. It begins by discussing interpretations of the nature of language, language use and language learning, relevant to the Anglophone sojourner abroad. The chapter reviews different conceptualizations of sojourner identity and L2 identity, together with their potential for interpreting sojourner behaviour and L2 learning. It briefly reviews current concerns intercultural competence and the "intercultural speaker" as L2 educational goals, and considers their relevance for the sojourn abroad. The chapter also reviews previous research on a range of social factors which have been argued to influence L2 learning during study abroad: student and young adult lifestyle preferences, placement roles, domestic settings, leisure practices and social networking.
