Identity_NN1 and_CC the_AT role_NN1 of_IO expectations_NN2 ,_, stress_NN1 ,_, and_CC talk_VV0 in_II short-term_JJ student_NN1 sojourner_NN1 adjustment_NN1 :_: An_AT1 application_NN1 of_IO the_AT integrative_JJ theory_NN1 of_IO communication_NN1 and_CC cross-cultural_JJ adaptation_NN1 Although_CS more_DAR students_NN2 are_VBR studying_VVG abroad_RL than_CSN ever_RR before_RT ,_, they_PPHS2 are_VBR doing_VDG so_RR for_IF shorter_JJR periods_NN2 of_IO time_NNT1 often_RR with_IW high_JJ expectations_NN2 ._. 
Unfortunately_RR ,_, for_IF many_DA2 students_NN2 there_EX is_VBZ a_AT1 gap_NN1 between_II their_APPGE expectations_NN2 and_CC the_AT reality_NN1 of_IO the_AT sojourn_NN1 ._. 
Expectation_NN1 gaps_NN2 are_VBR one_MC1 contributor_NN1 to_II adjustment_NN1 stress_NN1 ._. 
Findings_NN2 reported_VVN here_RL are_VBR the_AT result_NN1 of_IO a_AT1 15-month_JJ ethnographic_JJ investigation_NN1 into_II the_AT communication_NN1 ,_, adjustment_NN1 ,_, and_CC identity_NN1 patterns_NN2 among_II U.S._NP1 sojourners_NN2 abroad_RL ._. 
This_DD1 investigation_NN1 extends_VVZ and_CC offers_NN2 empirical_JJ evidence_NN1 for_IF Y.Y._NP1 Kim_NP1 's_GE integrative_JJ theory_NN1 of_IO communication_NN1 and_CC cross-cultural_JJ adaptation_NN1 ._. 
Within_II that_DD1 context_NN1 ,_, a_AT1 descriptive_JJ model_NN1 of_IO expectations_NN2 ,_, talk_VV0 ,_, and_CC identity_NN1 in_II the_AT short-term_JJ academic_JJ sojourn_NN1 is_VBZ proposed_VVN ._. 
Specifically_RR ,_, this_DD1 report_NN1 identifies_VVZ student_NN1 sojourner_NN1 expectations_NN2 and_CC expectation_NN1 gaps_NN2 (_( i.e._REX ,_, academic/language_NN1 expectations_NN2 ,_, social_JJ expectations_NN2 ,_, culture/value_NN1 expectations_NN2 ,_, and_CC travel/cultural_FU experience_NN1 expectations_NN2 )_) ,_, the_AT sources_NN2 of_IO those_DD2 expectations_NN2 (_( i.e._REX ,_, host_VV0 university_NN1 ,_, co-students_NN2 ,_, friends/family_FU at_II home_NN1 ,_, host_VV0 family_NN1 ,_, and_CC home_NN1 university_NN1 )_) ,_, and_CC the_AT types_NN2 of_IO talk_NN1 students_NN2 engaged_VVN in_II to_TO negotiate_VVI expectation_NN1 gaps_NN2 (_( i.e._REX ,_, advice_NN1 ,_, superficial_JJ introductory_JJ talk_NN1 ,_, information_NN1 sharing_VVG ,_, comparison_NN1 ,_, humor_NN1 ,_, storytelling_NN1 ,_, gossip_VV0 ,_, complaint_NN1 ,_, and_CC supportive_JJ talk_NN1 )_) ._. 
This_DD1 investigation_NN1 reveals_VVZ that_CST within_II their_APPGE co-national_JJ network_NN1 ,_, sojourners_NN2 are_VBR able_JK to_TO refine_VVI and_CC create_VVI new_JJ expectations_NN2 for_IF study_NN1 abroad_RL through_II everyday_JJ talk_NN1 ._. 
This_DD1 process_NN1 reduces_VVZ expectation_NN1 gaps_NN2 enabling_VVG sojourners_NN2 to_TO adjust_VVI over_II time_NNT1 and_CC allowing_VVG for_IF the_AT development_NN1 of_IO a_AT1 more_RGR nuanced_JJ cultural_JJ identity_NN1 ._. 
U.S._NP1 universities_NN2 are_VBR sending_VVG more_DAR students_NN2 abroad_RL than_CSN ever_RR before_II (_( Open_JJ Doors_NN2 ,_, 2008_MC )_) ._. 
One_MC1 explanation_NN1 for_IF the_AT steady_JJ increase_NN1 over_II the_AT past_JJ decade_NNT1 is_VBZ the_AT increase_NN1 in_II availability_NN1 and_CC participation_NN1 in_II short-term_JJ sojourns_NN2 ._. 
Approximately_RR 95%_NNU of_IO student_NN1 sojourns_NN2 are_VBR short-term_JJ ,_, ranging_VVG from_II two_MC weeks_NNT2 to_II one_MC1 semester_NN1 abroad_RL (_( Open_JJ Doors_NN2 ,_, 2008_MC )_) ._. 
Short-term_JJ sojourns_NN2 provide_VV0 advantages_NN2 to_II students_NN2 that_CST longer_JJR sojourns_NN2 do_VD0 not_XX ,_, including_II affordability_NN1 ,_, academic_JJ flexibility_NN1 ,_, and_CC a_AT1 time-frame_NN1 and_CC program_NN1 that_CST seem_VV0 reasonable_JJ and_CC safe_JJ to_II students_NN2 who_PNQS are_VBR perhaps_RR apprehensive_JJ about_II spending_VVG a_AT1 year_NNT1 abroad_RL (_( Lewis_NP1 &;_NULL Niesenbaum_NP1 ,_, 2005_MC )_) ._. 
Disadvantages_NN2 of_IO short-term_JJ sojourns_NN2 are_VBR that_CST they_PPHS2 do_VD0 not_XX offer_VVI the_AT same_DA level_NN1 of_IO cultural_JJ immersion_NN1 and_CC opportunities_NN2 for_IF intercultural_JJ growth_NN1 that_CST longer_JJR programs_NN2 do_VD0 ._. 
Regardless_RR of_IO the_AT depth_NN1 of_IO cultural_JJ experience_NN1 ,_, short-term_JJ sojourns_NN2 offer_VV0 students_NN2 some_DD opportunity_NN1 for_IF identity_NN1 expansion_NN1 and_CC development_NN1 of_IO intercultural_JJ sensitivity_NN1 (_( Anderson_NP1 ,_, Lawton_NP1 ,_, Rexeisen_NP1 ,_, &;_NULL Hubbard_NP1 ,_, 2006_MC )_) ._. 
Positive_JJ outcomes_NN2 of_IO the_AT short-term_JJ sojourn_NN1 include_VV0 increased_JJ perceived_JJ self-efficacy_NN1 (_( Milstein_NP1 ,_, 2005_MC )_) ,_, enhanced_VVD intercultural_JJ communication_NN1 skills_NN2 (_( Rundstrom_NP1 Williams_NP1 ,_, 2005_MC )_) ,_, and_CC intercultural_JJ communication_NN1 competence_NN1 (_( Penington_NP1 &;_NULL Wildermuth_NP1 ,_, 2005_MC )_) ._. 
However_RR ,_, because_II21 of_II22 the_AT shorter_JJR time_NNT1 overseas_RL ,_, the_AT process_NN1 of_IO adjustment_NN1 ,_, identity_NN1 expansion_NN1 ,_, and_CC intercultural_JJ growth_NN1 for_IF short-term_JJ sojourners_NN2 likely_RR differs_VVZ from_II longer-term_JJ sojourns_NN2 ._. 
The_AT purpose_NN1 of_IO this_DD1 investigation_NN1 is_VBZ to_TO describe_VVI the_AT process_NN1 of_IO sojourner_NN1 adjustment_NN1 across_II the_AT course_NN1 of_IO a_AT1 short-term_JJ sojourn_NN1 ._. 
This_DD1 report_NN1 draws_VVZ from_II a_AT1 15-month_JJ ethnographic_JJ investigation_NN1 into_II the_AT process_NN1 of_IO short-term_JJ sojourner_NN1 adjustment_NN1 ._. 
This_DD1 methodology_NN1 differs_VVZ significantly_RR from_II much_DA1 of_IO the_AT current_JJ research_NN1 on_II sojourner_NN1 adjustment_NN1 because_CS it_PPH1 offers_VVZ a_AT1 process-oriented_JJ ,_, rather_II21 than_II22 outcome-oriented_JJ ,_, account_NN1 of_IO sojourners_NN2 '_GE everyday_JJ experiences_NN2 ._. 
I_PPIS1 apply_VV0 and_CC extend_VV0 Y.Y._NP1 Kim_NP1 's_GE (_( 2001_MC )_) integrative_JJ theory_NN1 of_IO communication_NN1 and_CC stress_NN1 ,_, adaptation_NN1 ,_, growth_NN1 cross-cultural_JJ adaptation_NN1 (_( ITCCA_NP1 )_) to_TO explain_VVI and_CC describe_VVI students_NN2 '_GE adjustment_NN1 trajectory_NN1 ._. 
ITCCA_NP1 is_VBZ founded_VVN on_II a_AT1 stress-adaptation-growth_JJ model_NN1 of_IO cross-cultural_JJ adjustment_NN1 (_( Y.Y._NP1 Kim_NP1 ,_, 2008_MC )_) ._. 
Y.Y._NP1 Kim_NP1 (_( 2008_MC )_) argues_VVZ that_CST by_II engaging_VVG in_II multiple_JJ intercultural_NN1 encounters_VVZ over_II time_NNT1 ,_, sojourners_NN2 are_VBR able_JK to_TO build_VVI a_AT1 repertoire_NN1 of_IO cultural_JJ knowledge_NN1 and_CC experience_VV0 that_CST can_VM lead_VVI to_II intercultural_JJ growth_NN1 and_CC identity_NN1 transformation_NN1 (_( Y.Y._NP1 Kim_NP1 ,_, 2008_MC )_) ._. 
To_II date_NN1 ,_, there_EX have_VH0 been_VBN few_DA2 studies_NN2 that_CST offer_VV0 empirical_JJ support_NN1 for_IF the_AT theory_NN1 (_( for_IF an_AT1 exception_NN1 ,_, see_VV0 Y.-S_NP2 ._. 
Kim_NP1 ,_, 2007_MC )_) and_CC none_PN have_VH0 looked_VVN specifically_RR at_II the_AT process_NN1 of_IO daily_JJ communication_NN1 and_CC daily_JJ stressors_NN2 within_II this_DD1 context_NN1 ._. 
Thus_RR ,_, I_PPIS1 use_VV0 ITCCA_NN1 as_II a_AT1 frame_NN1 to_TO explore_VVI and_CC explain_VVI the_AT role_NN1 of_IO expectations_NN2 ,_, talk_VV0 ,_, and_CC identity_NN1 in_II the_AT short-term_JJ sojourn_NN1 ._. 
I_PPIS1 argue_VV0 that_CST gaps_NN2 in_II student_NN1 expectations_NN2 triggered_VVD patterns_NN2 of_IO everyday_JJ talk_NN1 that_CST allowed_VVD students_NN2 to_TO modify_VVI and_CC align_VVI expectations_NN2 ._. 
This_DD1 process_NN1 of_IO communication_NN1 not_XX only_RR allowed_VVN sojourners_NN2 to_TO adjust_VVI to_II living_VVG abroad_RL ,_, but_CCB also_RR to_TO explore_VVI and_CC add_VVI new_JJ dimensions_NN2 to_II their_APPGE self_NN1 and_CC social_JJ identities_NN2 ._. 
This_DD1 study_NN1 concludes_VVZ with_IW a_AT1 descriptive_JJ model_NN1 of_IO expectations_NN2 ,_, talk_VV0 ,_, and_CC identity_NN1 in_II short-term_JJ sojourner_NN1 adjustment._NNU 3.2_MC ._. 
Sources_NN2 of_IO expectations_NN2 After_II identifying_VVG four_MC categories_NN2 of_IO expectations_NN2 ,_, it_PPH1 was_VBDZ necessary_JJ to_TO probe_VVI for_IF the_AT source_NN1 ._. 
Findings_NN2 reported_VVN here_RL are_VBR primarily_RR the_AT result_NN1 of_IO comparative_JJ analysis_NN1 of_IO recorded_JJ interviews_NN2 with_IW students_NN2 who_PNQS talked_VVD about_II why_RRQ they_PPHS2 held_VVD certain_JJ expectations_NN2 ,_, but_CCB also_RR from_II recordings_NN2 of_IO participant-observation_JJ episodes_NN2 when_RRQ students_NN2 would_VM talk_VVI about_II the_AT gaps_NN2 between_II expectations_NN2 and_CC reality_NN1 ._. 
Many_DA2 of_IO the_AT students_NN2 internalized_VVD their_APPGE own_DA expectations_NN2 --_NN1 a_AT1 combination_NN1 of_IO media_NN representations_NN2 ,_, travel_VV0 stories_NN2 from_II previous_JJ sojourners_NN2 ,_, and_CC schoolbook_NN1 presentations_NN2 ._. 
However_RR ,_, a_AT1 great_JJ majority_NN1 of_IO the_AT expectations_NN2 were_VBDR placed_VVN on_II students_NN2 from_II outside_JJ sources._NNU 3.2.1_MC ._. 
Host_VV0 university_NN1 IES_NN2 (_( the_AT host_NN1 university_NN1 )_) was_VBDZ perhaps_RR the_AT most_RGT significant_JJ source_NN1 of_IO external_JJ pressures_NN2 and_CC high_JJ expectations_NN2 ._. 
During_II the_AT orientation_NN1 sessions_NNT2 students_NN2 were_VBDR urged_VVN to_TO live_VVI every_AT1 moment_NN1 like_II a_AT1 Parisian_JJ and_CC disregard_VV0 any_DD U.S._NP1 American_JJ ties_NN2 ._. 
Predominant_JJ messages_NN2 from_II IES_NN2 were_VBDR to_TO succeed_VVI ,_, to_TO profit_VVI from_II the_AT experience_NN1 ,_, and_CC avoid_VVI interactions_NN2 with_IW other_JJ IES_NN2 students_NN2 ._. 
The_AT academic_JJ expectations_NN2 that_CST IES_NN2 placed_VVN on_II students_NN2 were_VBDR similar_JJ to_II those_DD2 in_II the_AT States_NP1 --_NN1 attend_VV0 all_DB classes_NN2 ,_, complete_JJ assignments_NN2 ,_, arrive_VV0 on_II time_NNT1 ,_, and_RR31 so_RR32 forth_RR33 ._. 
One_MC1 difference_NN1 was_VBDZ that_CST students_NN2 were_VBDR expected_VVN to_TO use_VVI IES_NN2 only_RR for_IF academic_JJ purposes_NN2 and_CC to_TO do_VDI so_RG only_RR in_II French_NN1 ._. 
This_DD1 contradicted_VVD many_DA2 students_NN2 '_GE expectations_NN2 for_IF a_AT1 university_NN1 setting_NN1 where_CS primary_JJ social_JJ ties_NN2 are_VBR developed_VVN ._. 
Expectations_NN2 for_IF success_NN1 were_VBDR partially_RR centered_VVN on_II students_NN2 '_GE ability_NN1 to_TO speak_VVI coherent_JJ French_NN1 and_CC form_VVI social_JJ ties_NN2 with_IW their_APPGE host_NN1 families_NN2 at_II the_AT very_RG least_RRT ._. 
But_CCB ,_, the_AT overt_JJ expectation_NN1 was_VBDZ that_CST students_NN2 would_VM reject_VVI the_AT English_JJ language_NN1 and_CC their_APPGE tendency_NN1 to_TO socialize_VVI with_IW other_JJ U.S._NP1 Americans_NN2 ._. 
Unlike_JJ students_NN2 '_GE own_DA expectations_NN2 ,_, and_CC the_AT messages_NN2 from_II parents_NN2 and_CC friends_NN2 supporting_VVG a_AT1 laissez-faire_NN1 attitude_NN1 toward_II academics_NN2 ,_, IES_NN2 imposed_VVD expectations_NN2 that_CST students_NN2 should_VM make_VVI academics_NN2 their_APPGE priority_NN1 followed_VVN by_II assuming_VVG a_AT1 normal_JJ Parisian_JJ lifestyle._NNU 3.2.2_MC ._. 
Co-students_NN2 Co-students_NN2 also_RR held_VVN significant_JJ expectations_NN2 of_IO each_PPX221 other_PPX222 ._. 
This_DD1 was_VBDZ especially_RR the_AT case_NN1 when_CS two_MC friends_NN2 or_CC acquaintances_NN2 studied_VVN abroad_RL during_II the_AT same_DA semester_NN1 or_CC consecutively_RR ._. 
Having_VHG a_AT1 friend_NN1 who_PNQS previously_RR studied_VVN abroad_RL was_VBDZ helpful_JJ because_CS she_PPHS1 was_VBDZ able_JK to_TO offer_VVI advice_NN1 ._. 
Students_NN2 had_VHD a_AT1 difficult_JJ time_NNT1 ,_, however_RR ,_, separating_VVG their_APPGE own_DA study_NN1 abroad_RL experience_VV0 from_II those_DD2 of_IO students_NN2 who_PNQS had_VHD studied_VVN abroad_RL before_RT or_CC who_PNQS were_VBDR studying_VVG abroad_RL at_II a_AT1 different_JJ location_NN1 ._. 
Costudents_NN2 held_VVD expectations_NN2 for_IF each_PPX221 other_PPX222 ,_, such_II21 as_II22 taking_VVG the_AT same_DA classes_NN2 together_RL ,_, doing_VDG equally_RR well_RR or_CC poorly_RR in_II classes_NN2 and_CC in_II French_NN1 ,_, making_VVG the_AT same_DA friends_NN2 ,_, enjoying_VVG the_AT same_DA foods_NN2 ,_, socializing_VVG the_AT same_DA way_NN1 ,_, and_RR31 so_RR32 forth_RR33 ._. 
Students_NN2 were_VBDR often_RR unable_JK to_TO disentangle_VVI their_APPGE own_DA expectations_NN2 and_CC goals_NN2 from_II those_DD2 presented_VVN to_II them_PPHO2 by_II other_JJ sojourners_NN2 ,_, making_VVG them_PPHO2 feel_VVI responsible_JJ not_XX only_RR for_IF meeting_VVG their_APPGE own_DA expectations_NN2 ,_, but_CCB their_APPGE friends_NN2 '_GE as_RR21 well._RR22 3.2.3_MC ._. 
Friends/family_FU at_II home_NN1 For_IF many_DA2 ,_, sending_VVG someone_PN1 abroad_RL was_VBDZ more_RRR than_CSN just_RR an_AT1 opportunity_NN1 for_IF that_DD1 person_NN1 to_TO experience_VVI a_AT1 new_JJ culture_NN1 ,_, but_CCB an_AT1 opportunity_NN1 to_TO bring_VVI those_DD2 experiences_NN2 back_RP home_RL ,_, and_CC maybe_RR even_RR to_TO provide_VVI an_AT1 opportunity_NN1 for_IF a_AT1 transatlantic_JJ visit_NN1 ._. 
Friends_NN2 and_CC family_NN1 who_PNQS remained_VVD in_II the_AT States_NP1 expected_VVD their_APPGE sojourner_NN1 to_TO experience_VVI everything_PN1 and_CC to_TO bring_VVI those_DD2 experiences_NN2 back_RP home_RL ._. 
Unlike_JJ IES_NN2 which_DDQ expected_VVD students_NN2 to_TO excel_VVI academically_RR ,_, and_CC unlike_II their_APPGE own_DA expectations_NN2 to_TO "_" make_VVI Paris_NP1 their_APPGE own_DA ,_, "_" friends_NN2 and_CC family_NN1 expected_JJ student_NN1 sojourners_NN2 to_TO get_VVI a_AT1 sampling_NN1 of_IO everything_PN1 European_JJ (_( and_CC in_II some_DD cases_NN2 North_ND1 Africa_NP1 ,_, too_RR !_! )_) ._. 
One_MC1 key_JJ expectation_NN1 was_VBDZ that_CST students_NN2 would_VM make_VVI the_AT most_DAT of_IO their_APPGE time_NNT1 and_CC money_NN1 ._. 
This_DD1 was_VBDZ especially_RR important_JJ from_II the_AT vantage_NN1 point_NN1 of_IO parents_NN2 who_PNQS were_VBDR often_RR footing_VVG the_AT bill_NN1 ._. 
For_IF this_DD1 exceptional_JJ experience_NN1 it_PPH1 seemed_VVD that_CST friends_NN2 and_CC family_NN1 were_VBDR willing_JJ to_TO put_VVI aside_RL any_DD academic_JJ expectations_NN2 for_IF the_AT sake_NN1 of_IO encouraging_JJ maximum_JJ cultural_JJ experiences_NN2 ._. 
Upon_II return_NN1 ,_, however_RR ,_, it_PPH1 became_VVD apparent_JJ that_CST these_DD2 expectations_NN2 were_VBDR not_XX without_IW strings_NN2 ._. 
Students_NN2 perceived_VVD receiving_VVG the_AT most_DAT amount_NN1 of_IO criticism_NN1 from_II ,_, or_CC the_AT feeling_NN1 that_CST they_PPHS2 somehow_RR disappointed_JJ friends_NN2 and_CC family_NN1 upon_II return_NN1 ,_, because_CS they_PPHS2 had_VHD neither_RR achieved_VVN a_AT1 high_JJ level_NN1 of_IO French_JJ proficiency_NN1 ,_, nor_CC had_VHD they_PPHS2 established_VVN strong_JJ intercultural_JJ relationships_NN2 ._. 
This_DD1 was_VBDZ softened_VVN only_RR by_II students_NN2 '_GE perceptions_NN2 that_CST friends_NN2 and_CC family_NN1 maintained_VVD an_AT1 unconditional_JJ love_NN1 and_CC acceptance_NN1 of_IO them_PPHO2 regardless_RR of_IO their_APPGE "_" success_NN1 "_" overseas._NNU 3.2.4_MC ._. 
Host_VV0 family_NN1 Of_IO all_DB the_AT external_JJ expectations_NN2 placed_VVN on_II students_NN2 ,_, the_AT ones_NN2 most_RGT surprising_JJ to_II students_NN2 were_VBDR those_DD2 imposed_VVN by_II their_APPGE host_NN1 families_NN2 ._. 
Not_XX all_DB host_VV0 families_NN2 articulated_JJ expectations_NN2 of_IO students_NN2 ,_, at_RR21 least_RR22 not_XX that_CST students_NN2 perceived_VVD ,_, but_CCB a_AT1 great_JJ majority_NN1 of_IO them_PPHO2 did_VDD ._. 
Some_DD host_NN1 families_NN2 were_VBDR overt_JJ about_II their_APPGE expectations_NN2 for_IF how_RRQ a_AT1 student_NN1 should_VM use_VVI her_APPGE time_NNT1 abroad_RL and_CC offered_VVD sharp_JJ criticism_NN1 of_IO students_NN2 who_PNQS did_VDD not_XX meet_VVI their_APPGE expectations_NN2 ._. 
Other_JJ host_NN1 families_NN2 were_VBDR subtler_JJR about_II their_APPGE expectations_NN2 and_CC offered_JJ praise_NN1 for_IF students_NN2 who_PNQS behaved_VVD appropriately_RR instead_II21 of_II22 criticism_NN1 for_IF those_DD2 who_PNQS did_VDD not_XX ._. 
Common_JJ expectations_NN2 included_VVD what_DDQ to_TO wear_VVI ,_, how_RRQ to_TO eat_VVI ,_, who_PNQS to_TO socialize_VVI with_IW and_CC where_RRQ ,_, and_CC when_RRQ to_TO travel_VVI or_CC study_NN1 ._. 
Whether_CSW overt_JJ or_CC covert_JJ ,_, host_VV0 family_NN1 expectations_NN2 were_VBDR the_AT most_RGT difficult_JJ for_IF students_NN2 to_TO accept_VVI because_CS they_PPHS2 were_VBDR the_AT most_RGT unexpected_JJ ._. 
Prior_II21 to_II22 departure_NN1 ,_, most_DAT students_NN2 were_VBDR aware_JJ that_CST host_VV0 families_NN2 are_VBR a_AT1 mixed_JJ lot_NN1 ._. 
Despite_II this_DD1 knowledge_NN1 ,_, students_NN2 still_RR hoped_VVN for_IF (_( and_CC expected_VVN to_TO an_AT1 extent_NN1 )_) a_AT1 host_NN1 family_NN1 that_CST would_VM treat_VVI them_PPHO2 like_II an_AT1 extension_NN1 of_IO their_APPGE own_DA family_NN1 rather_II21 than_II22 as_II a_AT1 novelty_NN1 ,_, babysitter_NN1 ,_, money-bearing_JJ tenant_NN1 ,_, or_CC English_JJ tutor._NNU 4.2_MC ._. 
Model_NN1 of_IO expectations_NN2 ,_, talk_VV0 ,_, and_CC identity_NN1 in_II short-term_JJ sojourner_NN1 adjustment_NN1 As_CSA indicated_VVN in_II the_AT descriptive_JJ model_NN1 of_IO expectations_NN2 ,_, talk_VV0 ,_, and_CC identity_NN1 in_II short-term_JJ sojourner_NN1 adjustment_NN1 (_( Fig._NN1 1_MC1 )_) ,_, student_NN1 expectations_NN2 about_II their_APPGE sojourn_NN1 came_VVD from_II a_AT1 variety_NN1 of_IO external_JJ sources_NN2 (_( i.e._REX ,_, host_VV0 university_NN1 ,_, co-students_NN2 ,_, friends/_FU family_NN1 at_II home_NN1 ,_, host_VV0 family_NN1 ,_, and_CC home_NN1 university_NN1 )_) ._. 
Most_DAT expectations_NN2 fell_VVD into_II one_MC1 of_IO four_MC categories_NN2 (_( i.e._REX ,_, academic/language_NN1 ,_, social_JJ ,_, travel/cultural_FU ,_, or_CC value/culture_NN1 )_) ._. 
As_CSA students_NN2 engaged_VVN in_II intercultural_JJ encounters_NN2 across_II the_AT sojourn_NN1 ,_, they_PPHS2 experienced_VVD gaps_NN2 between_II their_APPGE expectations_NN2 and_CC the_AT reality_NN1 of_IO the_AT sojourn_NN1 ._. 
Uncertainty_NN1 resulting_VVG from_II expectation_NN1 gaps_NN2 prompted_VVD students_NN2 to_TO make_VVI adjustments_NN2 in_BCL21 order_BCL22 to_TO manage_VVI stress_NN1 and_CC increase_VVI social_JJ effectiveness_NN1 ._. 
The_AT adjustments_NN2 students_NN2 made_VVD were_VBDR communicative_JJ in_II nature_NN1 yielding_VVG nine_MC types_NN2 of_IO talk_NN1 (_( i.e._REX ,_, advice_NN1 ,_, superficial_JJ introductory_JJ talk_NN1 ,_, information_NN1 sharing_VVG ,_, comparison_NN1 ,_, humor_NN1 ,_, storytelling_NN1 ,_, gossip_VV0 ,_, complaint_NN1 ,_, and_CC supportive_JJ talk_NN1 )_) ._. 
Three_MC explanations_NN2 shed_VV0 light_NN1 on_II why_RRQ these_DD2 specific_JJ types_NN2 of_IO talk_NN1 emerged_VVD ._. 
First_MD ,_, students_NN2 were_VBDR able_JK to_TO evaluate_VVI ,_, interpret_VVI ,_, and_CC modify_VVI their_APPGE own_DA experiences_NN2 abroad_RL through_II the_AT nine_MC types_NN2 of_IO talk_NN1 ._. 
Second_MD ,_, students_NN2 were_VBDR able_JK to_TO assess_VVI whether_CSW what_DDQ they_PPHS2 were_VBDR experiencing_VVG was_VBDZ "_" normal_JJ ,_, "_" "_" okay_RR ,_, "_" or_CC "_" appropriate_JJ ._. "_" 
Third_MD ,_, and_CC most_RGT importantly_RR ,_, through_II these_DD2 types_NN2 of_IO talk_NN1 ,_, students_NN2 were_VBDR able_JK to_TO make_VVI minor_JJ and_CC major_JJ adjustments_NN2 to_II their_APPGE norms_NN2 and_CC expectations_NN2 across_II the_AT sojourn_NN1 and_CC alter_VV0 their_APPGE behavior_NN1 accordingly_RR ._. 
These_DD2 adjustments_NN2 allowed_VVN students_NN2 to_TO manage_VVI the_AT stress_NN1 resulting_VVG from_II expectation_NN1 gaps_NN2 as_RG well_RR as_CSA to_TO anticipate_VVI ,_, prepare_VV0 for_IF ,_, and_CC modify_VVI future_JJ interactions_NN2 ._. 
The_AT result_NN1 was_VBDZ closer_JJR expectation_NN1 alignment_NN1 and_CC ,_, over_II time_NNT1 ,_, decreased_VVD stress_NN1 and_CC increased_JJ ability_NN1 to_TO function_VVI abroad_RL ._. 
The_AT extent_NN1 to_II which_DDQ students_NN2 were_VBDR able_JK to_TO use_VVI this_DD1 process_NN1 to_TO align_VVI their_APPGE expectations_NN2 ,_, and_CC develop_VVI norms_NN2 and_CC behaviors_NN2 appropriate_VV0 for_IF their_APPGE new_JJ environment_NN1 ,_, increased_VVD their_APPGE chances_NN2 of_IO short-term_JJ adjustment_NN1 and_CC perceptions_NN2 of_IO "_" succeeding_VVG at_II study_NN1 abroad_RL ._. "_" 
Finally_RR ,_, students_NN2 experienced_VVD a_AT1 shift_NN1 in_II personal_JJ and_CC social_JJ identities_NN2 ._. 
Y.Y._NP1 Kim_NP1 (_( 2001_MC )_) proposes_VVZ ,_, "_" through_II prolonged_JJ experiences_NN2 of_IO trial_NN1 and_CC error_NN1 ,_, the_AT stranger_NN1 begins_VVZ to_TO 'earn'_VVI a_AT1 new_JJ ,_, expanded_JJ identity_NN1 that_CST is_VBZ more_DAR than_CSN either_RR the_AT original_JJ cultural_JJ identity_NN1 or_CC the_AT identity_NN1 of_IO the_AT host_NN1 culture_NN1 "_" (_( p._NNU 65_MC )_) ._. 
Identity_NN1 formation_NN1 included_VVD a_AT1 new_JJ sense_NN1 of_IO who_PNQS students_NN2 were_VBDR in_II31 relation_II32 to_II33 the_AT rest_NN1 of_IO the_AT world_NN1 ,_, as_II31 well_II32 as_II33 an_AT1 expansion_NN1 of_IO their_APPGE understanding_NN1 of_IO others_NN2 ._. 
Toward_II the_AT end_NN1 of_IO the_AT sojourn_NN1 and_CC upon_II return_NN1 ,_, students_NN2 articulated_VVN an_AT1 identity_NN1 shift_VV0 toward_II a_AT1 more_RGR nuanced_JJ and_CC complex_JJ American_JJ identity_NN1 and_CC ,_, for_IF some_DD ,_, a_AT1 movement_NN1 toward_II a_AT1 world_NN1 citizen_NN1 identity_NN1 ._. 
This_DD1 finding_NN1 is_VBZ consistent_JJ with_IW Dolby_NP1 's_GE (_( 2007_MC )_) finding_VVG that_CST while_CS study_NN1 abroad_RL programs_NN2 emphasize_VV0 expectations_NN2 for_IF a_AT1 global_JJ identity_NN1 shift_VV0 ,_, in_II short-term_JJ programs_NN2 students_NN2 '_GE nuanced_JJ articulation_NN1 of_IO their_APPGE place_NN1 in_II the_AT world_NN1 as_CSA American_JJ citizens_NN2 is_VBZ considerably_RR more_RGR likely_JJ and_CC equally_RR important_JJ as_II the_AT development_NN1 of_IO a_AT1 global_JJ identity_NN1 ._. 
