Fernando M. Reimers et a].

proficiency and piloted high school world—language reform along with the
development of stronger proficiency assessments and measures (Global
Washington, 2011). STARTALK!, a component of the National Security
Language Initiative, seeks to improve the teaching and learning of strategi—
cally important world languages that are not widely taught in the United
States. It offers k—16 students and teachers across the country the oppor—
tunity to learn Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian,
Swahili, Turkish, and Urdu over the summer (https://startalk.umd.edu/).
However, since some of these programs are residential, there is inequality in
students’ and teachers’ access to these programs, as they haven’t been system—
atically scaled within school districts. Other states, such as West Virginia,
Ohio, and New York, have drawn out extensive and strategic language plans
and road maps that articulate their visions for second—language learning and
acquisition (Asia Society, 2008). Wilkinson (1998) identifies the need for
more research into exploring the pathways of classrooms’ foreign—language
instruction and study—abroad programs that overcome the limitations of
“teacher talk” and classroom—sanctioned behaviors while teaching foreign
languages.

INTERNATIONAL EXCHANGE, PARTNERSHIPS, AND S TUDYABROAD

It is widely believed that students who participate in study—abroad programs
develop a deeper respect and understanding of global issues, stronger inter—
cultural communication skills, better foreign—language skills, and improved
self—image (Norris 8c Gillespie, 2009; Kitsantas, 2004). While there has
been an exponential surge in opportunities for undergraduate international
experiences (Salisbury, Umbach, Paulsen 8C Pascarella, 2008), evaluations of
the effects of study abroad on school students are hard to come by.

One of the purposes of study—abroad programs is to provide an immer~
sive experience that will support foreign—language acquisition. However,
Wilkinson (1998) found that increased nonclassroom interactions don’t
always result in significant linguistic gains or in deeper cultural understand—
ings. Other factors that influence the benefits of study—abroad experiences

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