From stay-abroad research to SLA theory

Abstract In this article, we reflect on how stay-abroad data and research have contributed to the field of second language acquisition and on what form future contributions could take. To do so, we use a recent model of second-language interaction ( Geeslin, 2020 , 2023 ) as a framework, focusing on two components of the model: learner characteristics (i.e., gender, identity) that shape language use and input available to learners. For each component, we reference empirical research on sociolinguistic and phraseological development in stay-abroad contexts to formulate six testable hypotheses. We show how these hypotheses may fruitfully guide future research, with the goal of refining this model of second-language interaction and informing theory building within the field of second language acquisition more generally.