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Linguistic and Cultural Immersion of American Students in Spanish Universities: Implications for Higher Education and Study Abroad Programs.

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Bibliographic Details
Title: Linguistic and Cultural Immersion of American Students in Spanish Universities: Implications for Higher Education and Study Abroad Programs.
Authors: Pandor, Jillian M.1 (AUTHOR), Strawbridge, Tripp2 (AUTHOR), Muñoz‐Basols, Javier3 (AUTHOR) javier.munoz-basols@mod-langs.ox.ac.uk
Source: International Journal of Applied Linguistics. Feb2026, Vol. 36 Issue 1, p874-893. 20p.
Subject Terms: *Immersion method (Language teaching), *Language ability, *Foreign study, *Acculturation, *Universities & colleges, *Student attitudes, *Higher education, *Academic support programs
Geographic Terms: United States
Abstract (English): Direct enrollment (DE) study abroad programs offer linguistic and cultural immersion by allowing students to enroll in coursework at partner universities worldwide. However, there is limited research on students' perspectives of such programs and the necessary measures for success. This study uses unique multi‐site survey data and a mixed‐method approach to examine 91 US students' perspectives in five Spanish cities. It explores the impact of pre‐departure support, language proficiency, and assistance while abroad on program recommendations and Spanish proficiency improvement. Logistic regression analysis reveals that pre‐departure support and higher proficiency increase program recommendation, while more support from professors throughout the semester of direct enroll decreases it. Qualitative analysis highlights the challenging yet rewarding nature of these experiences, providing insights for study abroad (SA) program development, such as social relationship development, immersion experiences, perceptions of teaching styles, and educational environment. The findings also provide insights for faculty and administrators involved in study abroad programming. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Los programas de estudios en el extranjero con matrícula directa ofrecen inmersión lingüística y cultural en asignaturas de universidades internacionales. Sin embargo, son escasos los estudios que analizan las percepciones del estudiantado y los factores que condicionan el éxito de estas experiencias. Esta investigación emplea datos únicos de encuestas realizadas en cinco ciudades españolas y un enfoque metodológico mixto para analizar las perspectivas de 91 estudiantes estadounidenses. Se analizan las variables que influyen tanto en la recomendación de este tipo de programas como en la mejora de la competencia en español, incluyendo el apoyo previo a la llegada, el nivel de competencia lingüística inicial y la asistencia recibida en el contexto académico de destino. El análisis de regresión logística muestra que el apoyo previo a la salida y un mayor dominio del español aumentan significativamente la probabilidad de recomendar el programa de matrícula directa, mientras que una mayor dependencia del profesorado durante el semestre se asocia con una menor probabilidad de hacerlo. El análisis cualitativo complementario revela que, aunque los estudiantes identifican múltiples desafíos vinculados a la cultura académica, como los estilos de enseñanza o la integración social, también destacan el alto grado de inmersión y los beneficios lingüísticos de la experiencia. Los resultados ofrecen también orientaciones de utilidad para el profesorado y el personal responsable del diseño y de la mejora de programas de movilidad internacional. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Direct enrollment (DE) study abroad programs offer linguistic and cultural immersion by allowing students to enroll in coursework at partner universities worldwide. However, there is limited research on students' perspectives of such programs and the necessary measures for success. This study uses unique multi‐site survey data and a mixed‐method approach to examine 91 US students' perspectives in five Spanish cities. It explores the impact of pre‐departure support, language proficiency, and assistance while abroad on program recommendations and Spanish proficiency improvement. Logistic regression analysis reveals that pre‐departure support and higher proficiency increase program recommendation, while more support from professors throughout the semester of direct enroll decreases it. Qualitative analysis highlights the challenging yet rewarding nature of these experiences, providing insights for study abroad (SA) program development, such as social relationship development, immersion experiences, perceptions of teaching styles, and educational environment. The findings also provide insights for faculty and administrators involved in study abroad programming. [ABSTRACT FROM AUTHOR]
ISSN:08026106
DOI:10.1111/ijal.12823