---
res:
  bibo_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.@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Mareike
      foaf_name: Müller, Mareike
      foaf_surname: Müller
      foaf_workInfoHomepage: http://www.librecat.org/personId=71540
  - foaf_Person:
      foaf_givenName: Barbara
      foaf_name: Schmenk, Barbara
      foaf_surname: Schmenk
  bibo_issue: '2'
  bibo_volume: 19
  dct_date: 2016^xs_gYear
  dct_language: eng
  dct_title: Conceptualizations, images, and evaluations of culture in study abroad
    students@
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