As a reference, the “study abroad” term is predominantly American according to Freed (n.d). In the US, it commonly refers to the shared living and study experiences of undergraduates when studying overseas. Freed (n.d) notes that the US President’s Commission on Foreign Language and International Studies (CFLIS) adopts a wider definition of the term. The CFLIS characterizes the term as referring to the shared living and study experiences of undergraduates, school-aged learners, business representatives, administrators, scholars, graduate students, and teachers when attending classes overseas or participating in international exchanges and visits. Freed (n.d) agrees with the definition tendered by Lambert (1994). Lambert (1994) uses the term as an all-encompassing reference for the experiences associated with global language learning. Notably, Lambert (1994) uses the term on the understanding that all study abroad arrangements by themselves constitute only a fraction of the public nature of immersion-type prospects or opportunities for learning overseas.

Huebner (1998) agrees with the expansive view of the term’s meaning adopted by Freed (n.d) and Lambert (1994). In addition, Huebner (1998) submits that the institutions offering the experiences provide opportunities for the informal learning of given languages. Clearly, he favors the view that term to a considerable extent refers to the learning of given languages in informal settings even in institutions offering formal second language (SL) instruction. Freed (1991, p.5) advises against viewing studying overseas as studying in foreign countries. He notes that when used in the context of learning given languages, “foreign” promotes the view of alien. As well, “foreign” tends to complicate and confound the situation of learning given languages especially in the US (Freed, 1991). Freed (1995) argues that the differences between SL learning and foreign language (FL) learning, and home and immersion learning of languages commonly typify the characterization of the “study abroad” term. Freed (1995a) contends that the processes of learning given languages overseas and at home are similar.

Freed (n.d) provides a concise view on why linguists are interested in the subject of study abroad. They are interested in establishing the veracity of the long-held assumption that the amalgamation of learning in typical classrooms and study abroad experiences creates perfect settings for the learning of SLs. The assumption has marked power since it has given rise to a widely accepted belief that study abroad learners grow into highly proficient users of their specialization languages (Kinginger, 2013). Notably, the belief has seen the number of students seeking study abroad opportunities and experiences grow dramatically (Freed, n.d.). Huebner (1998) and Freed (n.d.) agree that the belief has motivated the US government to support the Americans to acquire such experiences via programs such as American Field Service Programs and Peace Corps as well.