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I n t r o d u c t i o n * Study abroad is one of the flagship offerings among United States higher education institutions. Approximately 220,000 students studied abroad in the 2005/2006 academic year, 52.8% of whom studied on programs that lasted eight weeks or less (“Report on International Educational Exchange,” 2007). The effect of these short-term programs on second language development has been little investigated, which represents an issue given their increasing popularity. Study abroad programs are sponsored both by educational institutions and for-profit enterprises, all of which may have different goals for the language development of the participants in the program. This diversity is reflected in the programs’ language requirements, which range from zero to several courses required before participating in complete immersion programs. Very few programs utilize an independent, standardized measure (such as the American Council on the Teaching of Foreign Languages Oral Proficiency Interview) to determine

Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners