Sonia Shiri’s study, The Homestay in Intensive Language
Study Abroad: Social Networks, Language Socialization, and Developing
Intercultural Competence, provides a new look at the benefits of
homestay-based study abroad programs.
When you hear people talk about homestays, its typically in the form of
former participants gushing about how great it is, and how much it helped them
in their language studies. However, the
few previous studies that exist paint a somewhat more clouded picture, with
some claiming that homestays only offer students the opportunity to practice
banal conversation and not being conducive to deeper cultural immersion. Shiri’s study takes a closer look at homestays
in Tunisia, to see what benefits they offer participating students. The goal of the study was to address the
topics of the composition of, and interaction with, the social network of the
host family, student reflections on the homestay experience, and the perceived
and actual linguistic gains from the homestay.
To this end, students took a post-program online survey, as well as
pre-and post-program Oral Proficiency Interviews. The results of the survey and OPIs appear to
show that homestays positively effect a student’s study abroad experience,
including providing them a deeper cultural immersion, and increasing their
language competence. The data showed
that the homestay experience provided students “access to a broader social
network,” with 61% of the participants paying several visits to peers’ host
families. 77% of the students responded
that “Having a homestay made me feel more connected to the local
community.” Contradicting the previous
concerns, 74% of the students thought that their conversations with their host
family grew in both complexity and length over time, while only 26% reported
that their conversations became repetitive.
Perhaps most telling, students in this homestay program gained an average
of 2.6 sublevels on their OPIs whereas students in comparable programs that
didn’t incorporate the homestay component only gained 1.5 sublevels on
average. Shiri concludes that:
Overall, the homestay was a positive experience that al-
lowed rich and frequent opportunities for learning and practicing primarily the
local dialect, gaining a better understanding of diglossic language use, and
language socialization into Tunisian society, all of which were facilitated by
having opportunities to perform day-to-day activities; engage in more abstract
discussions; and witness and participate in family chores, daily routines,
leisure activities, social functions, and traditions
Shiri’s findings present important evidence in making the
case for study abroad, and in particular, homestays. Evidence like this helps to legitimize the
field by providing hard data to support claims on the benefits of these programs,
rather than relying on anecdotal evidence.
One thing that isn’t touched on as much, but I think would be very
interested to see, is homestays’ effect on global citizenship. Shiri points out the benefits of these
programs on global competence, but doesn’t get into global citizenship. Nel Noddings points out that “We really
cannot care for people at a great distance without some means of direct
contact.” Shiri’s study showed that 91%
of the students in the homestay program responded that they intend to keep in
touch with their host family. It would
seem to me that this continued contact born of the homestay experience would
increase the participating students’ caring for their host family and
community, and an increased sense of global citizenship. I think it is important to investigate this
further.
References:
Noddings, Nel.
2005. Global Citizenship:
Promises and Problems. In N. Noddings
(Ed.), Educating Citizens for Global Awareness (pp. 1-21). New York, NY: Teachers College Press.
Shiri, S. (2015). The Homestay in Intensive Language Study
Abroad: Social Networks, Language Socialization, and Developing Intercultural
Competence. Foreign Language Annals, 48(1), 5-25.
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