Eleventh Global Studies Conference

Abstract

The homestay has become a key component in foreign language education abroad within the changing landscape of study abroad destinations and the internationalization of higher education in an increasingly globalized world. The homestay experience includes motivations, challenges, and benefits for host families not only in popular destinations but also in non-traditional locations, including Africa. While there are a growing number of studies on host families in different European and popular countries, little is known about the experiences and perspectives of hosts in non-traditional destinations in Africa. One such non-traditional location is Tanzania, a destination for Swahili language study and cultural immersion, where homestays offer close engagement with locals and exposure to critical environmental, public health, social justice issues, and social networks within the changing sociocultural and economic factors of a developing country. Previous research on hosts’ perspectives and experiences have been limited to popular study destinations (i.e., largely Spanish-speaking countries), leaving open questions about the sociocultural and economic dynamics of host families in non-traditional destinations like Tanzania. Thus, further inquiry into the specific challenges and benefits of families’ participation is necessary to better understand the significance of the homestay experience for hosts in non-traditional settings and how these hosts make meaning from their experiences so that they can be better supported to align their goals and interests with a program. This qualitative study explores the lived experiences of families who host foreign college students in a Swahili program in Tanzania as one example of a non-traditional destination. Analysis of the interview data highlights themes related to community networks and the sociocultural fabric of host families. This paper thereby seeks to create a space for dialogue among scholars and practitioners on how to effectively engage community perceptions and have respect for local culture while identifying the unique outcomes for hosts in less commonly taught languages and regions in Africa.