Cross-cultural Learning Research Articles

‘Learning for resilience’ as the climate changes: discussing flooding, adaptation and agency with children

Climate change scenarios project higher flood risk, so knowing how households can increase socio-ecological resilience is essential. Children rarely feature in UK policy guidance about how households prepare for floods, and research is limited about children’s roles in local resilience building. Using a participatory action research, child-centred methodology we explored (7-9year old) children’s knowledge, skills and dispositions in discussions about flooding, suggesting processes for effectively engaging them in Learning for Resilience (LfR). Results suggest children have existing knowledge, skills and dispositions concerning local and international flood risk originating from various sources. They displayed cross-cultural learning, embryonic systems-thinking, and understandings of theirs and others’ agency, including adults’ reasons for un-preparedness, revealing awareness of risk underestimation and deferral/denial of risk. The paper offers framing of a new taxonomy for young children’s significant ‘LfR’ and seven ‘top tips’ to facilitate, design and implement learning strategies with children around environmental risk, in the UK and internationally, in climate change contexts.

The US Peace Corps as a public diplomacy strategy

The US Peace Corps has been operating programs globally since 1961 with an enduring mission toward international friendship and world peace structured around clear goals that emphasize cross-cultural learning objectives. Little is known about whether the program has a positive effect on US soft power abroad and, if so, the magnitude of that influence. This paper examines the impact of Peace Corps programming in foreign states on US public diplomacy objectives. The primary research aims to understand the relationship between indicators of a foreign population’s favorability toward the US and Peace Corps participation to determine the effects of program size as well as program presence and removal. Pew Research Center US favorability scores were analyzed alongside Peace Corps volunteer cohort sizes between years 2004 and 2016 among 20 sample countries. The findings indicate a positive and statistically significant relationship between the size of the Peace Corps volunteer cohort and US favorability. Each additional volunteer increases favorability toward the US by 0.12 points. The results are robust to the inclusion of additional soft power factors. Supplementary findings illustrate that the removal of Peace Corps programming may adversely impact favorability toward the US, establishing the negative soft power effect of ceasing participation.

From Global South to Global North: Lessons from a Short-Term Study Abroad Program for Chilean Teacher Candidates in English Pedagogy

ABSTRACT In this qualitative study of a short-term study abroad program from Chile to the United States, teacher candidates in English pedagogy reported developing globally competent teacher attributes. Through the experiences in the program, the Chilean teacher candidates reported that their international perspectives were enhanced, their repertoire of teaching strategies and skills was broadened, and they felt more equipped to work effectively with multilingual students in their own contexts. There were also challenges related to their own cross cultural learning and English language proficiency. While most research has followed university students from the Global North traveling to another locale, this study is unique in that the participants were from Chile studying in the United States. The impacts of colonialism and anti-colonialism were explored that related not only to the institutional structures and geopolitical frameworks of the disparate regions but also educators’ thinking. Thus, to be globally competent in Chile may encompass different attributes than being globally competent in the United States.

Review of Research on Technology-Supported Cross-Cultural Learning

Not many review studies have explored the theoretical foundation of cross-cultural learning or the curricula in the research they were reviewing. Furthermore, some review studies only superficially discussed the methodology and findings of the reviewed articles. To address these issues, we reviewed twenty-three studies on technology-supported cross-cultural learning published between 2014 and 2020. We aimed to summarize and analyze previous research in the following areas: (1) theoretical foundation, (2) curricula, (3) technologies, and (4) methodology and findings. Our results showed that the reviewed studies built their research framework based on diverse theoretical foundations; however, the most frequently used models were Byram’s model and the cultural convergence theory. Curricula had the following main focuses: (a) cross-cultural learning, (b) linguistic skills, and (c) pre-service teacher training. The most frequently used technologies were Skype, e-mail, and blogs. We found that most reviewed studies involved the collection of both qualitative and quantitative data. Finally, most of the reviewed studies reported on the role of technologies in facilitating cross-cultural learning, FL/SL learning, and pre-service teacher training. Based on our findings, several implications along with suggestions were prepared. Our findings demonstrated that results from most studies were positive regarding technological support of cross-cultural learning. Therefore, it is suggested that educators and researchers take these results into consideration when designing future studies on cross-cultural learning. Because many scholars did not report some important information, such as what theoretical foundation they built studies on or participants’ demographics, we suggest that such information needs to be included in their research articles as it can be helpful in informing future studies. We also suggest that participants in future studies use variety of technological tools for supporting communication and content creation during cross-cultural learning.

Yellow in English and “黄” in Chinese: A Cognitive Approach

Color is closely related to people's lives, so it has become an indispensable part of the vocabulary now. This paper focuses on the research background, research purpose and significance of the color word “yellow” in Chinese and English, analyzing the entries from the perspective of cognitive linguistics, aiming to study the similarities, differences and the causes related. The author first collected and categorized entries through authoritative dictionaries of Chinese and English, and used the methods of comparative research, literature research and case analysis to elaborate commonalities and differences in word meanings. By researching the corresponding historical allusions and rhetorical methods, such as personification and symbols, we can feel the emotions expressed by the color words and deduce the evolution path of words' meaning. Through research, these conclusions can be drawn: 1) the meanings of “yellow” in Chinese and English are basically the same; 2) there is an unequal meaning between the two; 3) this unequal meaning is attributable and reflects the existence of two cultures values, cultural aesthetic and psychological differences. Through research, the aim is to allow learners to apply flexibly and accurately in cross-cultural business communication, daily life and linguistics learning, and to feel the charm of language.

The extent of students’ cultural immersion during study abroad programs. Implications for cross-cultural learning

The extent of students’ cultural immersion during study abroad programs. Implications for cross-cultural learning

Rewarding journeys: exploring medical students’ learning experiences in international electives

ABSTRACT International electives are recognized as a high-impact practice in clinical education. However, medical students’ actual learning experiences during electives have not been explored fully. Specifically, drawing on language management theory, this exploratory case study investigates students’ perceived learning outcomes and the managing processes by which they gained benefits from cross-cultural learning experiences in international electives. Written reflective reports in a series of e-portfolios were collected from 43 Japanese medical students who participated in a four-week international elective. Moreover, to further explore their emotions and the reasons behind adopting a particular adjustment behaviour, follow-up interviews with 12 students were undertaken soon after they returned home. Using reflexive thematic analysis, the qualitative data were analysed. Their perceived learning outcomes were categorized into seven themes: medical knowledge and skills, communication, career management and development, international healthcare, society and culture, medical education, and personal development. During the programme, they experienced linguistic, sociolinguistic, and sociocultural difficulties, and attempted to overcome them by employing various adjustment strategies, such as meaning-focused coping, social relationship building, management of learning opportunities, communication management, and developing approaches to learning. Managing problems in academic contact situations is not a linear process; it is iterative and cyclical. Since the combination of several strategies was needed depending on the situation, the management process is a context-dependent and complex phenomenon. The findings in this study provide new insights into student participation in short-term international elective programmes in order to develop academic and social support strategies for educators at both home and host institutions.

The extent of students' cultural immersion during study abroad programs: implications for cross-cultural learning

The extent of students' cultural immersion during study abroad programs: implications for cross-cultural learning

Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

When in Rome do as the Romans do or not? Cultural Intelligence and Cross-Cultural Learning

Cultural intelligence, does it come naturally, or one has to learn it. The answer is a bit of both. Adaptation of a culture in a new environment is pertinent for the newcomers in society. Collaborations among different countries for different purposes (i.e. economic, commercial, social, etc.) also require an understanding of home-country and host-country cultures i.e. China Pakistan Economic Corridor (CPEC). Just like countries and societies, organizations also enjoy different cultures and the need for adaptation increases when it involves some organizational scenario. The focus of this study is mainly on the pertinence and utilization of cultural adaptation in settings that are novel to the new-comers. The current study has generated a conceptual discussion on cultural intelligence while understanding its role and significance in settings where cross-cultural learning is adopted. A thorough discussion is generated on the standing of cultural learning and the importance of cultural intelligence along with the theoretical developments in the area. A practical example of Australian investment in the Chinese market is shared followed by concluding the study. Findings of this study are significant for organizations as well as countries with workforce serving from various countries having diverse cultures.

Cosmopolitanism: Rethinking the Agenda of Education Abroad

Cosmopolitanism is an ambiguous and inherently paradoxical notion. Because of the complexities it raises, it generates analyses and discourses that challenge simplistic assumptions embedded in theory and practice of education abroad. Global citizenship, comprehensive internationalization, cultural relativity, immersion, cross-cultural learning, and community engagement are some of the concepts deconstructed through the lens of cosmopolitan ideas and histories. Cosmopolitan philosophies are also of particular and special relevance to student experience in international education. In short, cosmopolitanism is not one idea but a field of meaning, a cluster of profound propositions that might collectively enrich the curriculum of education abroad.

Atma Insights: A Flexible Learning Tool to Enable Global Learners to Access Essential Business and Cross-Cultural Knowledge

<p class="0abstract">This case provides a deeper understanding of how cross-cultural learning tools can be effectively utilized to enable professionals and companies optimize professional and personal development, improve communication, foster awareness, build trust, and align with global corporate objectives and benchmarks.</p>

A vindication of transnational democratic education – replies to Michael Festl, Martin Beckstein and Michael Geiss

ABSTRACT In Democratic Education in a Globalized World (Routledge, 2019) I defend a discourse theory of global justice as the appropriate normative 1 1 I would like to thank the guest editors of the book symposium, Klaus Dingwerth and Simon Pistor, as well as David Tresilian and Sharman Levinson for valuable exchanges on this article. ground for conceiving educational justice and citizenship education under conditions of economic and political globalization. In addition, I articulate democratic conceptions of global educational justice and citizenship education that recognize a moral-political right to democratically adequate education and call for the creation of transnational democratic consciousness. Based on these conceptions I spell out school practices such as historically informed, cross-cultural learning within socially diverse settings that would contribute to realizing these conceptions. In this article I reply to liberal perfectionist, communitarian-conservative and empiricist-historical critiques of Democratic Education in a Globalized World from Michael Festl, Martin Beckstein and Michael Geiss, respectively. I emphasize the feasibility of injustice-reducing educational practices, I explain how a discourse theory of justice accommodates considerations of both the good and the right, and I justify why the grim record of past educational experience does not render pointless the pursuit of progressive aims through education.

Communication and Social Interaction across Cultures: The Case of a German and Ghanaian Educational Exchange Program

Using a constructivist epistemology, this paper explores the cross-cultural learning experiences of exchange students from Hochschule Düsseldorf University of Applied Sciences in Germany and the University for Development Studies in Ghana. The findings reveal differences in the students’ commitment to agreements, tasks and time; while the German students have a high commitment to time awareness -- reporting to lectures and other meetings on time -- their Ghanaian counterparts do not. We suggest that universities preparing students for educational exchange programs should actively embark on cross-cultural education and training, providing adequate information on the context and culture of the host country, targeting all stakeholders before, during and after the exchange program. This will enhance effective intercultural relations and social interaction, and minimize culture shock.

Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

Good Health and Wellness: Reflections on Implementing Health Promotion in Indian Country.

In 2014, the Centers for Disease Control and Prevention (CDC) launched "A Comprehensive Approach to Good Health and Wellness in Indian County" (GHWIC) to promote health and chronic disease prevention in tribal communities while facilitating cross-cultural learning and relationship-building. Through GHWIC, CDC aimed to work with American Indian and Alaska Native communities to identify effective health promotion strategies to address chronic disease disparities. Tribal sovereignty, community context, and consideration of tribal histories (e.g., oppression, genocide, and cultural erasure) are key to health improvement efforts and work with tribes. These elements center experience, knowledge, and self-determination to reclaim good health and wellness as Indigenous peoples see it. The Implementation Reflection Project was a qualitative inquiry composed of one-on-one discussions and small group sessions conducted to explore experiences of CDC staff, national partners, and tribal recipients as they implemented GHWIC program activities. The Project documented observations and recommendations for future tribal health funding efforts and identified best practices for effective partnerships with tribes and tribal organizations. Findings centered around tribal experiences with GHWIC, improved program processes, the importance of relationships, and the effects of internal capacity on implementation. Key suggestions for future work with tribal entities included simplifying and clarifying roles, expectations, and administration requirements, and establishing clear and consistent communication between program partners. The approach CDC used with GHWIC recipients was effective and respectful, but room for growth remains. Potential future collaborators in Indian Country should consider these findings when planning health promotion initiatives.

From Personal Threat to Cross-Cultural Learning: an Eidetic Investigation

Abstract This study was an eidetic, phenomenological investigation of cross-cultural learning that involves overcoming an experience of personal threat. The study and its findings were placed within the context of Husserl’s genetic phenomenology and the extant humanistic literature on cross-cultural encounter. This appeared especially appropriate given phenomenology’s history “within the movement of the so-called ‘Third Force’ psychology” (Giorgi, 1970, p. xi). The eidetic reduction revealed the phenomenon to be rooted in an essential unfamiliarity with the other compounded by presumptions of the other as representing a substandard foreignness harboring danger. For the phenomenon to unfold required the learner to witness spontaneous emotional expression and empathically discover that the other struggles and suffers “like any other human being.” Openness to the other progressively builds and new meanings emerge from the interpersonal exchange as compartmentalized, intellectualized understandings of the other are outmoded.

A clearer sense of self: relationship between bilingualism and overconfidence bias

ABSTRACTBecause of the quickening pace of globalisation, recent years have witnessed a rise of bilingualism throughout the world. Prior research has documented a range of cognitive benefits and costs of being bilingual. The current work uncovers another potential positive side of being bilingual: the control of overconfidence in peer-comparison problems. Based on previous findings that bilingualism is positively related to enhanced cognitive functions, we predict that individuals’ overconfidence will be negatively correlated with their bilingual experience and this relationship will be independent of crosscultural learning and of the modality of the bilingual experience. In line with our theoretical perspective, significant negative associations emerged between L2 proficiency and overconfidence scores in both Chinese speaking learners of English and English-speaking learners of Chinese (Studies 1–3). These results suggest that the inverse relationship between bilingualism and overconfidence cannot be accounted for by the effects of acculturation. Additionally, such associations were also observed in Chinese-Chinese Sign Language bimodal bilinguals (Study 4). The robust findings across different cultures and modalities suggest that as individuals learn to master two languages, the bilingual experience may reduce their overconfidence bias and nudge them to make more rational judgment and decision-making in comparison to monolingual groups.

Transformative Learning and Inclusion in a Global Social Work Course

As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies. Additionally, diversifying global education is essential in addressing unequal student access and improving cross-cultural competence. This paper describes a short-term international course with graduate students from social work, public health, and nursing. Nine students participated in semi-structured interviews about the impact of the course on their lives. Transformative learning theory emerged as an important pedagogical guide as students described transformations in lifestyle and perspectives that developed through experiential learning. Recommendations for improving learning and increasing cultural and interprofessional learning include having guided group discussions on critical incidents, using a critical reflection process focused on cultural assumptions, and focusing on the psychological, convictional, and behavioral dimensions of learning. Traditionally underrepresented students described barriers related to international study, further emphasizing the importance of encouraging underrepresented students to pursue global opportunities through mentoring, targeted marketing, and making international experiences affordable and logistically feasible. Inclusion of students from different backgrounds in international courses is not only important in promoting social justice, but also enhances cross-cultural skill development and learning.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.