As this chapter centers on the academic L2 socialization of international exchange students, the literature review covers the following topics: acculturation and L2 socialization, culture confusion, and ‘cultures of learning’, with particular attention paid to L2 study abroad participants.
Acculturation and L2 Socialization
Berry, Poortinga, Breugelmans, Chasiotis and Sam (2011, p. 464) defined acculturation as ‘changes in a cultural group or individuals as a result of contact with another cultural group’. This contact may bring about changes in both parties e.g., study abroad students and host nationals, particularly in individuals who are receptive to novel ideas and ‘ways of being’.
Within the context of border crossings, Berry et al. (2011) depict adaptation as the process whereby newcomers employ strategies to deal with the natural ‘ups and downs’ of acculturation. Some scholars distinguish between psychological adaptation i.e., the nurturing of personal well-being and self-esteem, and sociocultural adaptation i.e., the ability to cope with everyday life in the wider society (Ward, Bochner, & Furnham, 2001). The acculturation process involves varying degrees of discomfort as individuals adjust to the unfamiliar. Acculturative stress may be defined as ‘a negative psychological reaction to the experiences of acculturation, often characterized by anxiety, depression, and a variety of psychosomatic problems’ (Berry et al., 2011, p. 465).
Academic mobility often involves more than one language. Thus, acculturation may include L2 socialization, that is, the process by which newcomers become familiar with the linguistic conventions, sociopragmatic norms e.g., verbal expressions of politeness, cultural scripts e.g., common greetings and responses in social interactions, and other behaviors that are prevalent in the new culture (Duff, 2014; Kinginger, 2017). As border crossers gain exposure to the host environment, they may hone their intercultural communicative competence i.e., their ability to communicate effectively and appropriately in an L2 with individuals who have a different linguistic and cultural background. Individuals who open themselves up to new ideas and practices may develop a sense of belonging in the host environment and experience a broadening of their sense of self. Over time, some may develop a more inclusive and intercultural identity (Jackson 2018; Kim, 2018).