Intercultural competence is essential for STEM undergraduates in a globalized workforce. This case study examines the intercultural development of incoming first-year students during a short-term study abroad program in Germany and Spain. The research integrates quantitative data from the Intercultural Development Inventory® (IDI) and qualitative analysis of students’ 52-page reflection handbooks, analyzed using Berry’s acculturation framework to trace individual trajectories. The study addresses a critical gap by examining the highly individualized, varied paths of cultural adjustment in a traditionally understudied STEM incoming first-year cohort. Four categories of adjustment were identified: Resisters (Separation to Marginalization), Seekers (Marginalization to Assimilation), Adapters (Separation to Assimilation), and Embracers (Separation to Integration). These categories reveal diverse intercultural development trajectories, shaped by individual strategies, personal characteristics, and cultural challenges. While Embracers showed the most significant progress toward integration, other groups experienced varying levels of growth, highlighting the complexities of cultural adjustment. Notably, female students demonstrated a greater propensity toward Integration compared to male students, who mostly achieved Assimilation. The findings highlight the importance of structured pre-departure preparation, reflective practices, and tailored interventions. This study affirms the potential of short-term programs to foster intercultural competence in STEM undergraduates.
Chile: Southern Stars is an interdisciplinary study abroad program jointly offered by Juniata College’s Departments of Physics and World Languages and Cultures. Designed around the Forum on Education Abroad’s Standards of Good Practice, it integrates observational astronomy with Chilean cultural, historical, and literary studies. Students prepare through a semester of academic coursework before a two-week field immersion across Chile, visiting sites such as the Atacama Large Millimeter/submillimeter Array, Cerro Tololo Observatory, Gabriela Mistral Museum, and Humboldt Penguin Reserve. Fieldbased learning includes micro-expertise presentations, guided telescope observations, and reflective journals linking celestial phenomena to cultural narratives. Topics span indigenous cosmologies, resource politics, environmental conservation, and poetic representations of the cosmos. Emphasizing ethical engagement, inclusive pedagogy, and integrative reflection, the program fosters disciplinary knowledge, intercultural competence, and personal growth. Chile: Southern Stars demonstrates how place-based, interdisciplinary design can unite science and the humanities in transformative global education.
This article explores the benefits of international online platforms in fostering intercultural learning within higher education. Reflexive writing, a core component of virtual exchange, helps students develop the self-awareness and empathy essential for engaging in interculturality. Data were gathered from students (N = 39) at two universities (one in China and one in Finland) who participated in a month-long online course. As part of their collaborative tasks, students were prompted to reflect on their experiences and feelings about interacting with one another. The analysis, guided by Hermans’s interdisciplinary, realistic and fluid Dialogical Self Theory (DST), examined how students made sense of their encounters and negotiated situations they deemed significant. The findings reveal that students often used internal dialogue between different personal positions to advance their intercultural learning, although this was not unanimous amongst them. The study also highlights the importance of well-designed prompts for intercultural learning, showing how self-reflection could enhance students’ intercultural self-awareness and empathy. Abstract in Finnish Tämä artikkeli tutkii kansainvälisten verkkoalustojen hyötyjä kultuurienvälisen oppimisen mahdollistajana osana korkeakouluopetusta. Verkkovaihtojen keskeisenä osana toimiva refleksiivinen kirjoittaminen auttaa opiskelijoita kehittämään itsetuntemusta sekä empatiaa, mitkä ovat välttämättömiä kulttuurienvälisyydelle. Tutkimusdata kerättiin kahden yliopiston (yksi Kiinassa ja toinen Suomessa) opiskelijoilta (N = 39), jotka osallistuivat kuukauden mittaiselle verkkokurssille. Osana heidän kurssitehtäviään, opiskelijoita ohjeistettiin reflektoimaan yhteistyön luomia kokemuksia ja tunteita. Hermansin monitieteisen, realistisen ja muovautuvan dialogisen minäteorian (DST) pohjalta tehdyssä analyysissä tarkasteltiin, miten opiskelijat tulkitsivat kohtaamisiaan ja neuvottelivat tilanteita, joita he pitivät merkittävänä. Tulokset paljastavat, että opiskelijat hyödynsivät sisäistä dialogia eri henkilökohtaisten positioiden välillä edistääkseen kulttuurienvälistä oppimistaan, mutta tämä ei ollut aina yhtenäistä opiskelijoiden välillä. Tutkimus korostaa hyvin suunnitellun ohjeistuksen roolia osana kulttuurienvälistä oppimista ja osoittaa, kuinka itsereflektio voi parantaa opiskelijoiden kulttuurienvälistä itsetuntemusta ja empatiaa.
Through the lens of Applied Linguistics, this current paper explores and synthesizes findings regarding the interplay between the use and development of the target language of the mobility experience and students’ sociocultural and psychological adaptation to the new environment. It does so by adopting a systematic narrative approach. This approach facilitates a wide exploration of the topic, encompassing multiple methodologies and contexts in a non-prescriptive manner. Following an initial search yielding 17,942 returns, 37 papers were deemed suitable for inclusion in the review. Findings firstly indicate that the role of the target language is under-represented in the literature. However, the papers under review highlight the centrality of language issues in erecting barriers to and facilitating adaptation, especially regarding preparation for mobility, relationship building during the sojourn and learner internal factors. It also reveals gaps in the literature regarding the role of technology and the impact of discrimination. Abstract in Spanish En el marco de la Lingüística Aplicada, este artículo explora y sintetiza hallazgos sobre la interacción entre el uso y el desarrollo de la lengua meta durante experiencias de movilidad, así como la adaptación sociocultural y psicológica de los estudiantes al nuevo entorno. Para ello, se adopta un enfoque narrativo sistemático que permite una exploración exhaustiva del tema, integrando múltiples metodologías y contextos desde una perspectiva no prescriptiva. Tras una búsqueda inicial que arrojó 17.942 resultados, se seleccionaron 37 artículos para su inclusión en la revisión. Los resultados indican, en primer lugar, que el papel de la lengua meta se encuentra insuficientemente representado en los trabajos publicados. No obstante, los estudios analizados ponen de relieve la centralidad de los factores lingüísticos tanto en la generación de barreras como en la facilitación de los procesos de adaptación, especialmente en lo relativo a la preparación para la movilidad, el establecimiento de relaciones durante la estancia en el extranjero y las características individuales del estudiante. Asimismo, la revisión identifica lagunas relevantes en investigaciones previas, en particular en lo que respecta al papel de la tecnología y al impacto de la discriminación.
Engineering graduates must navigate an increasingly global workforce, requiring both technical expertise and intercultural competence. Yet engineering students remain underrepresented in study abroad, often limited by rigid curricula and internship demands. Faculty-led internship abroad programs offer a unique model that integrates professional experience, academic learning, and cultural immersion. This qualitative multi-case study explored the experiences of engineering students in three faculty-led internship abroad programs in Western Europe, Asia, and Africa. Drawing on interviews, reflective essays, and journals entries, five key outcomes were identified: career exploration, engineering skills development, global workplace adaptability, personal growth, and a broadened global perspective. Findings highlight how these programs foster global learning through authentic professional engagement, faculty mentorship, and structured reflection. This study underscores the potential of faculty-led internships abroad to bridge disciplinary gaps in global education and prepare engineering students for cross-cultural professional practice.
“Public Health, Entrepreneurship, and Food Systems in Thailand” exemplifies an innovative, ethically grounded, and academically rigorous approach to short-term education abroad. Students engage in interdisciplinary, community-based projects in partnership with Yunus Thailand, addressing public health and food system challenges while integrating experiential learning with critical reflection. The curriculum emphasizes inclusive and participatory design: students co-created engagement rubrics, scholarships removed barriers, and classroom practices honored diverse ways of knowing. Ethical engagement and reciprocity are foregrounded through the signature “Story of Self” assignment, which combines arts-based expression, spoken narrative, and collective witnessing to foster critical self-reflection, mutual vulnerability, and awareness of community impact. Continuous improvement is supported by iterative feedback from faculty, students, and community partners, informing both experiential and instructional components. By combining immersive engagement, structured reflection, and transdisciplinary learning, the program demonstrates how short-term education abroad can achieve transformative, inclusive, and ethically responsible educational outcomes.
Due to graduate students’ growing interests to engage with global issues, more graduate programs are interested in implementing study abroad programs into their curriculum. This article focuses on the benefits and drawbacks of implementing a faculty-led, short-term study abroad programs (FLSTSA) in India. First, this manuscript describes how a U.S.-based university and an India-based college developed a connection that led to faculty and student exchanges across both institutions. Second, this paper shares best practices for implementing this experiential course, such as developing strong local partnerships with consistent check-ins, creating supportive networks among faculty, staff, and students to manage program logistics, and establishing clear expectations for all participants and institutional partners. Third, this paper addresses potential challenges and considerations, including pre-departure logistics, such as visa procurement, travel costs, institutional financial policies, and in-country obstacles related to environmental conditions and local travel logistics. Concluding, we recommend developing transformative FLSTSA programs that enhance graduate students’ intercultural competencies.
This study focuses on navigating US college students’ mental health challenges in a semester-long study abroad from program leaders’ perspectives. Student challenges range from homesickness to depression, undiagnosed needs, anxiety, suicidal ideation, substance abuse, personality disorders, eating problems, and insomnia. The researchers deployed a qualitative multiple-case study across five universities. Interviews with program leaders afforded an examination of multiple variables and circumstances. The researchers interpreted the data using NVivo software. The appraisal and coping process model established in this study provided an understanding of how program leaders developed different coping strategies and measures when facing students’ mental health challenges. The data also produced five prescribed themes that could assist future program leaders in navigating said challenges. This research contributes to two post-COVID trends: (1) the acknowledgement of and growth in undergraduate students’ mental health needs and (2) student participation growth in faculty-led study abroad programs. Abstract in Chinese 本研究旨在从项目负责人的视角出发，探讨美国大学生在为期一学期的海外游学项目中面临的心理健康挑战及其应对之道。学生面临的挑战涵盖了从思乡病到抑郁症、未确诊的特殊需求、焦虑、自杀意念、药物滥用、人格障碍、进食障碍以及失眠等一系列问题。研究人员采用定性多案例研究法，对五所高校进行了调研。通过访谈项目负责人，研究人员得以深入审视多个变量及具体情境。研究人员利用 NVivo 软件对所收集的数据进行了解读。本研究构建的 “评估与应对过程模型” 有助于人们理解：当面对学生的心理健康挑战时，项目负责人是如何制定并实施各类应对策略与措施的。此外，数据分析还归纳出了五个核心主题，这些主题可为未来的项目负责人应对上述挑战提供切实指导。本研究对后疫情时代的两个发展趋势具有重要贡献： (1) 本科生心理健康需求的日益凸显及其受重视程度的提升； (2) 学生参与由教职人员带队的海外游学项目的人数呈增长态势。
This study explores how instructors participating in teaching abroad applied high-impact practices (HIPs) and strategies to make their teaching effective in the teaching abroad setting, using a culturally critical lens. We interrogated the applicability of HIPs across different cultures, considering that they originate from U.S. higher education and cultures. Using a case study approach, we interviewed five graduate students who participated in a teaching abroad program, from a university in the U.S., teaching college students in India. Instructors implemented HIPs in the ways that they practiced in U.S. classrooms. They did not yield the same effectiveness due to the instructors’ imperfect knowledge of the Indian students and the subtle epistemological ethnocentrism. The instructors reflected on their critical consciousness, which enabled them to view students as partners and sources of knowledge, and by employing a significant level of clarity in their communication to make HIPs more culturally responsive in the virtual class. Abstract in Korean 본 연구는 교차문화적 관점을 바탕으로, 해외 파견 수업(teaching abroad)에 참여한 교수자들이 고임팩트 교수·학습 전략(High-Impact Practices, HIPs)을 어떻게 적용하였으며, 해외 수업 맥락에서 효과적인 수업을 구현하기 위해 어떠한 전략을 사용하였는지를 탐색한다. 특히 HIPs가 미국 고등교육 제도와 문화에서 발전하였다는 점을 고려하여, 서로 다른 문화적 맥락에서의 적용 가능성을 비판적으로 검토하였다. 사례연구 방법을 활용하여, 미국 대학 소속으로 해외 파견 프로그램에 참여해 인도 대학생들을 가르친 대학원생 강사 5명을 인터뷰하였다. 교수자들은 미국 교실에서 실천하던 방식 그대로 HIPs를 적용하였다. 그러나 인도 학생들에 대한 충분하지 못한 이해와 미묘한 인식론적 자문화중심주의로 인해 동일한 효과를 거두지 못하였다. 포커스그룹 인터뷰에서 교수자들은 자신의 문화와 HIPs 적용 교수법을 비판적으로 성찰하면서 성공적 교차문화적 수업경험을 위해 현지 학생들은 단순히 지식 수용자가 아닌 수업을 함께 구성해가는 필수 협력자로 인식하게 되었다. 또한 의사소통의 명확성을 크게 강화함으로써, 가상 수업 환경에서HIPs를 보다 문화감응적 방식으로 재구성하는 방법을 모색하였다.본 연구는 고등교육 국제화 시대에 해외 파견 교수자들이 타문화적 맥락에서 효과적이고 의미 있는 대학 수업을 운영하기 위해 요구되는 핵심 역량을 이해하는 데 기여하고자 한다.
Home to popes, final resting place of martyrs, and a crossroads of cultural exchange, Rome is a city whose unique history is closely intertwined with the development of Christian thought and practice. This team-taught, multi-disciplinary course uses the perspectives of art history, history, and theology to investigate how Christianity helped to shape developments in architecture and visual culture. As an intensive course taught onsite in Rome, students understand cultural heritage through a direct experience of the city. The course draws comparisons over time and across different faith traditions, so that students understand the changing urban fabric of Rome and its impact on individuals from the Early Christian period to the present. Students develop a greater respect for others through an understanding of cultural heritage and cultivate a deeper understanding of the Jesuit mission and identity of their university through a reflection on the roots of the Ignatian tradition in Rome.
Risk management is a defining feature of higher education, particularly in study abroad programs, where institutions seek to safeguard students, staff, and faculty. Yet little research has examined the unintended effects of risk management. This study applies discourse analysis to a mandatory risk management training curriculum used at more than 400 universities. The analysis identifies five themes: (1) training fosters hypervigilance; (2) safety is framed in militaristic terms; (3) participants are encouraged to assert superiority over local contexts; (4) narrow modes of response are prioritized; and (5) public safety concerns are reframed as individual or privatized obligations. These findings suggest that the curricula may not simply mitigate threats but also heighten fear, reshape international engagement, and reinforce asymmetries between universities and host communities. The article concludes with implications for university policy, training design, and research, such as defining safety through the lens of local leaders rather than objective insurance underwriters. Abstract in Spanish La gestión de riesgos es una característica definitoria de la educación superior, especialmente en los programas de estudios en el extranjero, donde las instituciones buscan proteger a los estudiantes, al personal y a la facultad. Sin embargo, se ha investigado poco sobre los efectos no deseados de la gestión de riesgos. Este estudio aplica un análisis del discurso a un plan de formación obligatoria en gestión de riesgos utilizado en más de 400 universidades. El análisis identifica cinco temas: (1) la capacitación fomenta la hipervigilancia; (2) la seguridad se presenta en términos militaristas; (3) se anima a los participantes a afirmar superioridad sobre los contextos locales; (4) se priorizan modos de respuesta estrechos; y (5) las preocupaciones de seguridad pública se reinterpretan como obligaciones individuales o privatizadas. Estos hallazgos sugieren que los programas de capacitación pueden no solo mitigar amenazas, sino también aumentar el miedo, remodelar el compromiso internacional y reforzar las asimetrías entre las universidades y las comunidades anfitrionas. El artículo concluye con implicaciones para la política universitaria, el diseño de la formación y la investigación, como definir la seguridad desde la perspectiva de los líderes locales en lugar de los aseguradores objetivos.
Virtual exchange, also known as telecollaboration or collaborative online international learning (COIL), has emerged as a promising modality for global learning, enhancing accessibility in higher education. Unlike traditional study abroad programs, which often exclude students with disabilities or those facing financial, time, or identity-related constraints, virtual exchange reduces physical and financial barriers, broadening access to cross-cultural learning. This paper explores the potential of virtual exchange to address accessibility challenges in the context of the Universal Design for Learning (UDL) and academic ableism. It also investigates the concepts of accessibility friction and the practice of virtual colonizing. By addressing dynamic and conflicting access needs at individual, institutional, and systemic levels, and fostering critical consciousness to navigate power dynamics and cultural nuances, this paper aims to promote equitable global learning experiences. It urges educators and institutions to critically reflect on their practices and policies to create more inclusive educational landscapes. Abstract in Serbian Virtuelna razmena je modalitet globalnog obrazovanja koji unapređuje pristupačnost visokom obrazovanju. Za razliku od tradicionalnih programa studiranja u inostranstvu, koji često isključuju studente s invaliditetom ili one koji se suočavaju sa finansijskim, vremenskim ili identitetskim ograničenjima, virtuelna razmena smanjuje fizičke i finansijske barijere, proširujući pristup inter-kulturnom obrazovanju. Ovaj rad istražuje potencijal virtuelne razmene da odgovori na izazove pristupačnosti u kontekstu visokog obrazovanja. Rad istražuje koncepte akademskog abelizma, univerzalnog dizajna u nastavi (UDL, tenzija pristupačnosti i virtuelne kolonizacije. Razmatrajući dinamične i konfliktne potrebe pristupa na individualnom, institucionalnom i sistemskom nivou, te negujući kritičku svest radi snalaženja u odnosima moći i kulturnim nijansama, ovaj rad teži promovisanju jednakosti u kontekstu globalnog obrazovanja. Poziva nastavnike i institucije da kritički preispitaju svoje prakse i politike kako bi stvorili inkluzivnije obrazovne prostore.
This case study documents student feedback on financial challenges and some of the benefits of a global internship at a large study center. The global internship experience was part of study abroad initiatives in Spain led by a large research university in the state of Florida over the summer months. The case study reviews students’ input on financial opportunities offered by the institution. It also presents student views on the linguistic and cultural advantages of the global internship experience. Adapting from Tiv et al.’s (2022) Systemic Framework to an internship setting, we argue that the impact of the experience on student interns is moderated by interpersonal, ecological, social and temporal factors. Pedagogical implications are provided to inform study abroad academic leaders and to encourage student participation in future global internships abroad.
This paper explores the design, execution, and pedagogical impact of a short-term study abroad program in Jordan, focusing on the intersections of history, urbanity, and performance. Through site visits to Petra, Jerash, and Amman, students critically engaged with how antiquity informs contemporary urban development and cultural narratives. Using a mixed-methods approach—including participant observation, semi-structured interviews, and student surveys—we analyze the program’s evolution between its 2022 and 2024 iterations. We highlight three key pedagogical themes: creating a cohesive research-driven curriculum, moving beyond a “customer service” model of study abroad, and balancing classroom and fieldwork experiences. By centering local expertise, fostering intercultural engagement, and incorporating Arabic language study, the program challenges traditional study abroad paradigms. This paper contributes to broader discussions on short-term study abroad as a site of critical inquiry, demonstrating how carefully curated programs can cultivate meaningful, transformative learning experiences beyond tourism.
In this annual update, I am pleased to report on several new initiatives of our editorial team and board to keep our journal publishing relevant scholarship on education abroad of the highest quality. As higher education around the world has been roiled by the many changes brought on by generative artificial intelligence, and as U.S. institutions are enduring an unprecedented federal assault on diversity, equity, and inclusion efforts, our board has helped our journal navigate both challenges. In addition, we have conducted an informative exercise to map our position relative to adjacent journals in our context. I want to acknowledge the key role of our executive editorial assistant Dr. Anas N. Almassri in shepherding these initiatives. Finally, if you have not yet heard our announcements, we have now welcomed two premier sponsoring partners: CEA CAPA and The Center for Research on Abroad and International Student Engagement (RAISE Center) at Wake Forest University. Both partners will bring new joint content and programming while strengthening our editorial independence, thanks to the deft work of our managing editor Dr. Amelia J. Dietrich.
Acheson and Schneider-Bean (2019) depicted the five developmental stages of the Intercultural Development Continuum (IDC) (Hammer, 2012) on a pendulum that swings between a focus on similarity and a focus on difference, in order to capture the fluctuating, nonlinear, complex nature of intercultural competence development and maintenance across different contexts and points of time. To investigate the practical utility of the Intercultural Pendulum as a teaching tool with study abroad participants, this framework was tested as a coding schema with a qualitative dataset drawn from a reflective assignment completed by students who spent at least one semester in an education abroad program. The study qualitatively explored the intercultural competence of participants and the applicability of the Intercultural Pendulum to lived experiences in this context, concluding with discussion of implications for praxis when using the model in this context. Abstract in Spanish Acheson y Schneider-Bean (2019) describieron las cinco etapas de desarrollo del Continuo de Desarrollo Intercultural (IDC) (Hammer, 2012) en un péndulo que oscila entre un enfoque en la similitud y un enfoque en la diferencia, con el fin de capturar la naturaleza fluctuante, no lineal y compleja del desarrollo y del mantenimiento de la competencia intercultural en diferentes contextos y momentos. Para investigar la utilidad práctica del Péndulo Intercultural como herramienta de enseñanza con participantes de estudios en el extranjero, este marco se probó como un esquema de codificación con un conjunto de datos cualitativos extraídos de una tarea reflexiva completada por estudiantes que pasaron al menos un semestre en un programa de educación en el extranjero. El estudio exploró con métodos cualitativos la competencia intercultural de los participantes y la aplicabilidad del Péndulo Intercultural a las experiencias vividas en este contexto, concluyendo con una discusión de las implicaciones para la práctica al usar el modelo en este contexto.
In this article, we describe how instructors in a semester-long study abroad program for U.S.-based undergraduates assess students’ intercultural learning using an authentic place-based approach, intercultural mentoring and feedback, and two rubrics. We use one student’s assignments as a way to describe our assessment practices. The goal is to encourage study abroad staff and instructors to explore the possibility of adopting and adapting our framework for better alignment between program-level intercultural learning outcome goals and students’ learning experiences. Abstract in Spanish En este artículo describimos cómo los profesores de un programa de estudio semestral en el extranjero para estudiantes universitarios de grado en los Estados Unidos asesoran el aprendizaje de destrezas y conocimiento intercultural usando un método auténtico, anclado in situ, usando mentorías y consejos interculturales, más dos rúbricas. Como ejemplo, usamos las tareas de una estudiante para describir nuestro proceso de asesoramiento a nivel práctico. La meta es animar a los empleados y profesores del estudio en el extranjero a considerar adoptar o reformular nuestro marco pedagógico para mejor alineamiento entre las metas de aprendizaje a nivel del programa con las experiencias de aprendizaje de los estudiantes.
Exploring Global Challenges and Solutions in Panama was developed to provide learners a deep global learning experience containing multiple facets of a high impact educational practice (Kuh, 2008) achieved through intentional assessment, thoughtful engagement with representatives of multiple local communities, challenging course assignments that encourage students to engage with the course location and perspectives represented, and ongoing learning for participants after the program is completed. Unique among global learning programs for Honors students in multiple ways, this program is intentionally designed to (i) engage a subset of Honors students interest to engaging in contemporary global affairs and issues in tailored experience; (ii) to take place in the Global South, allowing students to explore issues related to global accountability, interrelation, and social justice; and (iii) to use the SDGs as an interdisciplinary lens, allowing students to connect deeply with local issues in which that they have personal and professional interests.
Short-term study abroad programs (STSAs) have become increasingly popular in the United States. They are designed to promote global-mindedness, intercultural awareness, and transformative learning among participants. At the same time, they aim to reduce financial, academic, and personal barriers to make participation more accessible, particularly for students from minoritized backgrounds. However, there exists gap in the literature regarding the impact of study abroad destinations on shaping the degree of transformative learning experiences that students have during short-term study abroad programs. This paper explores the transformative journey from study abroad, in two culturally different destinations – France and Ghana, using mixed methods research. Data was collected through a post-program survey from 15 students of the Ghana cohort and 17 students of the France cohort. Both the study abroad programs lasted 10 days and were comprised of similar programmatic components. The results obtained indicated that students who went to Ghana were more likely to experience profound transformation and changes in their habits of mind as compared to those who went to France. Evidence in the article suggests that study abroad destinations having higher cultural distances from the host institution might offer greater opportunities for impactful experiences in a shorter amount of time. Abstract in French Les programmes d’études à l’étranger de courte durée (Short-Term Study Abroad, STSA) connaissent une popularité croissante aux États-Unis. Ils visent à favoriser l’ouverture internationale, la sensibilité interculturelle et l’apprentissage chez les participants. Parallèlement, ils visent à réduire les barrières financières, académiques et personnelles, rendant ces expériences plus accessibles, notamment pour les étudiants issus de groupes sous-représentés. Cependant, la littérature présente un manque de travaux portant sur l’influence du lieu de destination sur le degré d’apprentissage vécu par les étudiants dans ces programmes. Cet article utilise la theorie de Mezirow pour examiner les trajectoires de transformation d’étudiants en ingénierie participant à des programmes d’études à l’étranger dans deux contextes culturels distincts : la France et le Ghana, en s’appuyant sur une approche méthodologique mixte. Les données ont été recueillies à l’aide d’un questionnaire administré après le programme auprès de 15 étudiants du groupe Ghana et de 17 étudiants du groupe France. Les deux programmes, d’une durée de huit jours, reposaient sur des composantes pédagogiques similaires. Les résultats indiquent que les étudiants ayant participé au programme au Ghana sont plus susceptibles de vivre des transformations profondes, notamment des changements dans leurs leurs habitudes de pensée, comparativement à ceux ayant participé au programme en France. Les résultats suggèrent que les destinations présentant une plus grande distance culturelle par rapport à l’institution d’origine offrent davantage d’opportunités de transformation significative, même sur une courte durée.
This study explores the Second Language Socialization (SLS) experiences of international students in a study abroad (SA) Chinese language program in China, focusing on a structured L2 interview task with two groups of local interlocutors: Chinese peers and local strangers. Drawing from task recordings, surveys, written reflections, and follow-up interviews, this research unveils two contrasting interacting dynamics: peer interviews were characterized by supportive but overly accommodating responses, while stranger interactions were less sympathetic, more critical, and accompanied by tensions stemming from power dynamics, cultural stereotypes, or misunderstandings. Through a SLS lens, the study reveals how intersecting identities and positionalities of study SA participants, such as being female and racially unmarked, impacted unequal access to meaningful language and interactions with strangers, while visibly foreign students sometimes triggered nationalistic or defensive reactions. In addition, SA participants’ language proficiency, limited inquiry strategies, and narrow perceptions of the interview task also constrained their ability to engage more effectively with authentic SLS opportunities. The study underscores the need for pedagogical intervention to optimize L2 learning SA participants’ membership-building and identity negotiation in the target community. Practical implications emphasize structured pre- and post-task guidance, peer facilitation training, critical task reflection, enhanced intercultural preparation on sensitive interview topics, and context-specific identity awareness to better prepare students for authentic intercultural communication during study abroad programs. Abstract in Mandarin 本研究探讨在华留学中文项目中国际学生参与二语社会化的经历，重点关注与两组本地对话者（中国同龄人和本地陌生人）进行的二语访谈任务。通过对任务录音、调查问卷、书面反思以及后续访谈的分析，研究揭示了两种截然不同的互动动态：与同龄人进行的访谈体现出同龄人对学习者支持但过度迁就的回应特点，而陌生人在访谈互动中则表现出同情心较低、更具批判性，并伴随着因权力动态、文化刻板印象或误解而引发的紧张关系。通过二语社会化视角，本研究揭示了学习者的多重身份与位置性（如女性身份或亚裔种族等）如何导致在与陌生人互动时获得有意义语言和交流机会的不平等，而非亚裔外貌特征明显的外国学生则有时会引发陌生人民族主义或防御性反应。此外，学习者的语言水平、有限的提问策略，以及对访谈任务的理解不足，进一步限制了他们更有效地把握真实的二语社会化机会的能力。该研究强调需通过教学干预，优化学习者在目标社区中建立归属感与进行身份协商的能力。实践意义包括：提供结构化的任务前后指导、同伴引导培训、批判性任务反思、对敏感采访话题的跨文化准备、以及针对具体语境的身份意识培养，从而更好地帮助学生为在海外学习期间进行真实的跨文化交流做好准备。
