ABSTRACT
This chapter focuses on students' cultural and linguistic growth. It also focuses on how we incorporated reflective writing into an immersive four-week study-abroad programme for English language learners. The chapter expresses that reflective writing can serve as a site for language development and identity work by analysing a student's reflective essay for evidence of these concepts, and by following up with questions about her perceptions of the course. It outlines the rationale and methods of incorporating a reflective essay assignment into our curriculum. The chapter also draws connections to current theories of reflection, identity, and language development, using Claudia's essay and responses to a post-programme interview to examine the impact of the reflective writing process on her interpretation of her study-abroad experience. It presents a case for the incorporation of reflective writing in language learning classrooms, particularly those with curricula targeting students who wish to matriculate into American universities.
