ABSTRACT
This chapter addresses the practical applications of an interdisciplinary approach to student mobility by exploring the outcomes and transformations accruing from the stay abroad of the 50 sojourners. Considering the relative lack of clarity between participant metrics and learning outcomes, it is unsurprising that three major learning domains of study abroad are often subsumed under individual accounts of personal maturation when distinctions need to be made. The chapter is divided into three parts: Personal, Language and Intercultural outcomes. Two major premises hold sway as to how intercultural outcomes are understood by the scholarly community in the twenty-first century. It seems fair to assume that culture-specific development warrants host language mastery, at least if the sojourner seeks successful (effective and appropriate) interaction with hosts. Culture-general development does necessarily demand host language mastery given that interaction will likely occur in a lingua franca, possibly with undifferentiated Others.
