Abstract
Study abroad has stood as a paragon immersion experience in the target language for over a century, since the 1876 Philadelphia International Conference on Education. However, empirical evidence in pedagogy, substantiated by equally compelling data in cognitive science, establishes that: domestic intensive immersion produces significantly better results in fluency gains than study abroad; difficulty, integral to the fast-paced experience at home, is a boon to learning; and writing in the language is the most beneficial skill to practice for speaking it. If fluency and retention are the challenges teachers face, then it is time to consider domestic intensive study.
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