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Aunque estudiar en un país diferente se considere como un medio idóneo de aprendizaje, no siempre se aprovechan al máximo las oportunidades que brindan estas estancias (McKinnon, 2018). Los expertos abogan por intervenciones pedagógicas que fomenten el diálogo intercultural y guíen a los estudiantes en su aprendizaje lingüístico e intercultural (Jackson y Oguro, 2018). Este estudio mide empíricamente el impacto de una intervención específicamente diseñada para ello. Se presentan los resultados de 118 estudiantes encuestados antes y después de la estancia sobre su competencia léxico- pragmática en español y su perfil intercultural. Una parte (n=46) se inscribió voluntariamente a la intervención mientras que el resto (n=72) siguió únicamente los cursos de la universidad de destino. Los resultados ilustran el progreso significativo de este grupo de nivel lingüístico avanzado, así como el efecto de la intervención. Se reflexiona asimismo acerca del proceso de aprendizaje que se lleva a cabo durante estas estancias y cómo fomentarlo. Immersion stays abroad: the role of pedagogical interventions in L2 acquisition and intercultural competence. Although studying in a different country is seen as an ideal means of learning, the opportunities provided by Study Abroad (SA) are not always maximized (McKinnon, 2018). Experts advocate the implementation of pedagogical interventions that promote quality intercultural dialogue and guide students in their language and intercultural learning process (Jackson & Oguro, 2018). This study empirically measures the impact of a pedagogical intervention designed for this purpose. The results of 118 students surveyed before and after the stay on their L2 Spanish lexical and pragmatic competence and their intercultural profile are presented here. A part (n=49) enrolled voluntarily for the intervention while the rest (n=69) followed only the courses at their host university. The results illustrate the significant progress made by this group of advanced L2 learners, as well as the actual effect of the intervention. We also reflect on the learning process taking place during SA and how to encourage it.

In this research note we analyze a multilingual corpus of 2.0 reviews about a guided tour in an urban context. Using a content analysis approach we investigate the attitudes of tourists towards the services that are delivered by the guides and towards its multilingual dimension in particular. We conclude that there exist subtle differences in the way that the guiding service is described and evaluated, and that tourists also adopt divergente attitudes towards multilingualism according to the language that they use in their review. Moreover, we find that an explicit reference to the guided character of the tour is not associated with a more positive evaluation, and that travellers repeatedly criticize the way in which multilingualism is 'commodified'. In general, this study aims to shed light on the heuristic parameters for investigating an under-studied phenomenon, namely multilingualism in tourism context, and for using more intensively 2.0 data.