Conceptualizations, Images, and Evaluations of Culture in Study Abroad Students
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. Résumé Cet article examine l’aspect culturel de l’expérience d’apprentissage lors de périodes d’échange à l’étranger. En nous appuyant sur l’exemple de deux apprenants canadiens de l’allemand qui ont passé une année en Allemagne, nous cherchons à contribuer à la discussion sur le type de connaissances culturelles acquises lors de l’échange et à préciser comment l’apprentissage culturel peut être conceptualisé et mis en usage. Les résultats de nos observations suggèrent qu’il est problématique de s’attendre à une augmentation de la sensibilité et de la compétence interculturelles et à l’apprentissage de la culture à cause de la notion même de « l’apprentissage culturel ». Les notions de culture qui sous-tendent ce que les participants considèrent comme « expérience 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 complexité de l’expérience des échanges et de l’apprentissage culturel.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.009 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".