Conceptualizations, Images, and Evaluations of Culture in Study Abroad Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This article focuses on the cultural dimension of sojourners’ learning during study abroad periods. By examining the cases of two Canadian learners of German who studied abroad in Germany for 1 year, we aim to amend discussions in existing research on what kind of cultural learning may take place during study abroad and how cultural learning may be conceptualized and operationalized. Our results suggest that assuming that study abroad leads to a heightened intercultural sensitivity, to more cultural knowledge, and to an increased intercultural competence, is problematic with respect to the conceptual underpinnings of “cultural learning.” The notions of culture that underlie much of what participants consider “cultural learning and experience” often remain essentialist. We therefore propose to replace the interculturality paradigm by a transculturality paradigm as it allows us to capture the complexities of study abroad and cultural learning more accurately. Resume Cet article examine l’aspect culturel de l’experience d’apprentissage lors de periodes d’echange a l’etranger. En nous appuyant sur l’exemple de deux apprenants canadiens de l’allemand qui ont passe une annee en Allemagne, nous cherchons a contribuer a la discussion sur le type de connaissances culturelles acquises lors de l’echange et a preciser comment l’apprentissage culturel peut etre conceptualise et mis en usage. Les resultats de nos observations suggerent qu’il est problematique de s’attendre a une augmentation de la sensibilite et de la competence interculturelles et a l’apprentissage de la culture a cause de la notion meme de « l’apprentissage culturel ». Les notions de culture qui sous-tendent ce que les participants considerent comme « experience et apprentissage culturels » restent souvent basiques. Alors, nous proposons de remplacer le paradigme interculturaliste par un paradigme transculturaliste, ce qui permettrait de mieux rendre compte de la complexite de l’experience des echanges et de l’apprentissage culturel.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it