Abstract
An increasing number of young people are studying abroad, typically in language settings “grounded in national English norms” (Jenkins, 2011, p.926). This can present multiple cultural challenges to students, not just in terms of lifestyle but specifically in how they master the two new language cultures they are operating in – that of generic academic English (L2Ac) as well as the expected discourse of their chosen specialist field (L2Sp). The progression and quality of their learning within these new cultures can depend on two factors: (a) their own cultural background (C1) and the consequent expectations they bring with them and (b) the way in which the university where they choose to study manages their learning in L2Ac and L2Sp. Naturally, there are multiple threads to their learning, but this chapter focuses on one key aspect – that of feedback.
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Boyd, E., Donnarumma, D. (2021). Intercultural Barriers to Feedback in Study Abroad Settings. In: López-Jiménez, M.D., Sánchez-Torres, J. (eds) Intercultural Competence Past, Present and Future. Intercultural Communication and Language Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-8245-5_6
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