Although many language educators accept the notion that language and culture are inextricably linked, in research on study abroad, relatively little attention is given to the intercultural in relation to language learning. In this paper I will trace two lines of inquiry leading to the intercultural aspects of cross-border language learning. These include research on the development of pragmatic competence, and studies of language socialization and contextualized language practices in homestay settings. I will then outline some limitations ofthis research in terms of its ability to enhance our understanding of language learning as an intercultural phenomenon. Finally, I will offer a brief wish list of design features for the future of research on language learning abroad, emphasizing the need to reframe both the topic of the research and the research itself as collaborative, dialogic, and truly intercultural activities.