[EN]Study abroad has been depicted as a complex life experience in which language(s), identities, motives, opportunities to learn, circumstances, and reactions to them are deeply entangled (Kinginger, 2009; Benson et al., 2013; Mocanu & Llurda, 2020). Thus, language learning in study abroad is affected by several sociolinguistic factors, among which the host context plays an outstanding role. This chapter adopts a cross-national approach to examine, contrast, and compare Erasmus students’ expectations from and outcomes of their sojourns abroad in a Northern, Eastern, and Southern European context. Through content analysis, this investigation contributes to a deeper understanding of how the host context might affect language learning through study abroad.
