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By Diane N. Palmer

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Extra info for A Teacher's Guide to The Struggle against Slavery: A History in Documents (Pages from History)

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While confirming Wilkinson’s findings regarding the potential of homestay placements to result in negative experiences, Allen (2002) noted that despite learner dissatisfaction, 90% of her participants still viewed the host family environment as culturally or linguistically advantageous, and almost half reported that interacting with members of their host family was a key factor in their language improvement. g. Kinoshita, 2001). Additionally, it is recommended that students be given pre-departure information on what they can realistically expect to achieve linguistically during their time abroad, that they be carefully matched with study abroad programs and host families (Kinoshita, 2001; Wilkinson, 2001), that students be taught strategies for integrating themselves into the host family (Knight & Schmidt-Rinehart, 2002; Rivers, 1998), that the schools hold ongoing discussions with host families regarding their roles (Knight & SchmidtRinehart, 2002), and that contracts might be written for students and host families defining those roles and delineating their rights and obligations (Kinoshita, 2001).

However this explanation is inadequate (Pellegrino, 1998; Wilkinson, 2000: 39). Learners may reject opportunities for social interaction in the target language for a wide range of social, cultural or psychological reasons. Wilkinson (2000) cites the example of two of her American learners of French who chose to spend most of their outof-class time socializing with each other in English instead of with native speakers. These learners chose to do so because for them ‘the benefits of being able to express their feelings freely outweighed the potential costs of not achieving personal and programmatic goals’ (Wilkinson, 2000: 39).

Learning to Take Leave in Social Conversations 35 Method The subject The subject of this study, the writer, is a 42-year-old Australian. I had started studying Indonesian as a hobby 15 years earlier and had been learning it ever since; mostly in Australia, mostly by self-study, plus by doing an undergraduate major in Indonesian. For the previous seven years I had also been teaching Indonesian at university, mainly to students in their second year of an undergraduate major in Indonesian. I had also visited Indonesia for six short trips of three to eight weeks duration: all holidays with a strong informal language learning focus except for one study trip to do a one-month intensive Indonesian course at the advanced level (in 1992).

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