Abstract
This practice article examines the design, implementation and impacts of a collaborative German language learning (LL) field trip in the United States through the conceptual framework of LL and teaching beyond the classroom. We explore the affordances of semi-structured out-of-class experiences in supporting world language students’ target language proficiency while addressing the crucial Communities goal area of the American Council on the Teaching of Foreign Languages World-Readiness standards. In addition to their effects on students, we consider the potential impacts of LL experiences beyond the classroom on schools and school administrations. Considerations for theory, research and practice are discussed.
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