Blurb:

Drawing on my ethnography of the L2 sojourn, Chapter 9 examined the complex connections between discourse, language learning/use, and identity reconstruction, bearing in mind sociocultural, political, and historical contexts. How might these new understandings inform the design and delivery of study abroad (SA) programmes? How can SA educators and L2 sojourners be empowered to effect change in existing practices? What action might we take to harness the transformative potential of sojourns/border crossings?