Abstract
The purpose of this paper is to explore whether and how students' engagement in meaningful experiences during short-term study abroad (STSA) programs differ across varying language diversity dimensions. While STSA has become one of the most widely adopted forms of international experience by universities worldwide, the role of language diversity dimensions has been under-examined. Drawing on experiential learning theory we investigate differences in meaningful experiences based on whether participants are monolingual, bilingual, or multilingual and whether the host country is English-speaking or non-English-speaking. Then, we explore the intersection of these two language diversity dimensions to better understand whether students’ engagement in meaningful experiences during STSA differs when both language repertoire and host country language are combined. Our findings are based on the learning journals of 116 undergraduate business students who participated in a two-week immersive study tour. Through our exploration, we provide important implications about the role of language in STSA. We also highlight recommendations for global mobility providers and higher education institutions who design and develop international education opportunities.