Faculty-led short-term international service-learning (STISL) experiences are thought to have great potential in developing students' global citizenship through combining study abroad and community service pedagogies. However, thorough investigation of the pedagogical strategies employed in STISL courses to achieve such outcomes has yet to be conducted. This qualitative narrative inquiry of STISL faculty at 7 different institutions across multiple academic disciplines and country service sites sought to fill that void. Data reveal a new conceptualization of STISL teaching, learning, and service success that involves culturally contextualized solidarity, global civic engagement, and global competence, which culminate into students' global agency. Emerging from the data, the Van Cleave Pedagogical Design framework for Global Agency illuminates the interactions of five interdependent learning dimensions: academic, professional, interpersonal, intrapersonal, and intercultural. Course, program, and policy implications are explicated across pre-departure, host-country, and re-entry experiences.

Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.

Indiana University-Purdue University Indianapolis (IUPUI) / The study of L1 and L2 uses by graduate students in a genuine immersion context or study abroad has not been widely explored. This study is an attempt to provide new insights from the perspective of the interactional and sociocultural sociolinguistics while maintaining constant links with studies in Second Language Acquisition and study abroad. The data collection stage of this study took place at the Universidad de Salamanca in Spain during the summer of 2005. For data collection, the researcher used participant observation. Students also completed a questionnaire about their uses of L1 and L2 while in their home country and during their stay in Spain, one at the beginning and another by the end of their studies in Salamanca. Results first concluded that the uses of L1 seem to be linked to the students’ own effort to carry out their class work or to learn more about the language or the topic they are working on in class, without being directly related with their instructor’s primary objective. Similar uses have been reported by Antón & DiCamilla (1999), Alley (2005), Brooks & Donato (1994), and Centeno-Cortés & Jiménez (2004). Secondly, perceived uses of L2 in the classroom were mostly related with those reported by Tarone & Swain (1995), that is, students used L2 for academic purposes. Thirdly, the L1-L2 switching supported by the findings of Liebscher y Dailey-O’Cain (2005) seems to indicate that students perceive themselves as a bilingual speech community and take it for granted that their interlocutor is proficient in both languages. Finally, the study suggests some pathway for future research including the reasons for the poor L2 use by students whose supposed proficiency level is advanced as reported in the study. Additionally, some pedagogical implications are provided.