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Students adapt the ACFTL Three Ps framework (Products, Practices, Perspectives) to simulated intercultural encounters. The study evaluates evidence of learners’ intercultural competence development and participants’ perceptions of meaningfulness, using mixed-methods analysis of 124 student documents collected over four semesters.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-products-practices-perspectives-in-a-simulated-moving-abroad-project/600900/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-products-practices-perspectives-in-a-simulated-moving-abroad-project/600900.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Moving Abroad project and how is it used in the course?","Question",{"text":112,"@type":113},"The Moving Abroad project is a mid-term assessment where students research a foreign language and culture through a structured simulation, then present findings through written documentation and oral presentations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students apply the 3 Ps framework in the study?",{"text":117,"@type":113},"Students adapt the ACFTL Three Ps framework—Products, Practices, and Perspectives—during simulated intercultural encounters, examining relationships among these cultural elements.",{"name":119,"@type":110,"acceptedAnswer":120},"What data and methods does the research use to evaluate outcomes?",{"text":121,"@type":113},"The study collects 124 student documents and analyzes them over four semesters using a mixed-methods approach to assess competence development and participant perceptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600900,1792122176,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","9  \nInvestigating Products, Practices, Perspectives ina Simulated Moving Abroad Project  \nSabine Smith  \nKennesaw State University  \nAbstract  \nThis classroom action research explores discipline-based inquiry and learner assessment of intercultural competence in a simulated “Moving Abroad”project that is part of an undergraduate English-language survey class required of all world language majorsand minors at a large public university in the Southeast. The project tasks students to adapt the ACFTL Three Ps framework (Products, Practices, and Perspectives) through simulated intercultural encounters. The study seeks to assess the ways in which the project generates evidence of learners’ development of intercultural competence and how participants perceive the project as meaningful. Data in the form of 124 student documents were collected and analyzed over four semesters in a mixed-methods approach. Preliminary findings describe the project’s merits, acknowledge the study’s limitations, and make recommendations for future practice and research.  \nKeywords: Culture Standards; Products, Practices, Perspectives; Intercultural Competence  \nIntroduction  \nThis contribution is based on classroom-based inquiry and course design in an English-language survey course called World Languages and Cultures (WLC) that is required for all degree-seeking students with a major in the department of Foreign Languages at a large Southeastern university. The study is part of an ongoing focus on ways in which discipline-based inquiry may foster learners’ development of intercultural competence. It builds on findings from previous research that investigated the integration of intercultural competence as a dimension of language classes offered in a department of Foreign Languages at the levels of undergraduate coursesand programs (Smith, 2014; Smith, 2015; Smith & Bley, 2012; [Terantino et. al](Terantino et. al)., 2013).  \nSpecifically, this study investigates a Moving Abroad project in the WLC course which, as the mid-term assessment, forms an integral component of the course requirements. This project entails student-centered research in which learners explore a foreign culture in intentionally structured ways (see Appendix A: Moving Abroad Project) and then present their findings in written documentation and oral presentations. Guidelines for the Moving Abroad project are derived from a Standards-based approach to exploring culture informed by the World-Readiness Cultures Standards (National Standards Collaborative Board, 2015) . One of the key concepts in the  \n170 Dimension 2016  \nStandards-based approach to culture is the exploration of cultural products, practices, and perspectives in relation with one another. For the purpose of the Moving Abroad project, the 3 Ps are conceptualized as co-relational tenets in a framework, referenced henceforth as the 3 Ps framework (see Figure 1) .  \nFigure 1. The 3 Ps Framework  \nIn the Moving Abroad project, students adopt the 3 Ps framework to research a foreign language and culture of their choice in a simulation exercise that prompts them to imagine a potential visit, study abroad, or internship sojourn in another country.  \nThe goal of this study is to understand the ways in which the 3Ps framework can be purposefully adopted in a structured and replicable approach to exploring cultures, i.e. via the integrated 3 Ps approach. The integrated 3 Ps approach is defined here as the methodological blueprint for exploring specific sets of 3 Ps, i.e. cultural products and their co-relational practices and perspectives. A set of 3 Ps is hence a discrete cultural product, the way in which it is generally used in the culture, and the prevalent beliefs or values that undergird the product and its uses (see Figure 2: The Integrated 3 Ps Approach to Culture: Example The smart Car Set of 3 Ps). By examining multiple sets of 3 Ps, learners can gain a deeper understanding of the culture they study.  \nFigure 2. The Integrated","cbCaicKMDoP6FICH","https://ap.wps.com/l/cbCaicKMDoP6FICH","pdf",1067092,26,"English","# Abstract\n# Introduction\n# The 3 Ps Framework: Prior Studies","[{\"question\":\"What is the Moving Abroad project and how is it used in the course?\",\"answer\":\"The Moving Abroad project is a mid-term assessment where students research a foreign language and culture through a structured simulation, then present findings through written documentation and oral presentations.\"},{\"question\":\"How do students apply the 3 Ps framework in the study?\",\"answer\":\"Students adapt the ACFTL Three Ps framework—Products, Practices, and Perspectives—during simulated intercultural encounters, examining relationships among these cultural elements.\"},{\"question\":\"What data and methods does the research use to evaluate outcomes?\",\"answer\":\"The study collects 124 student documents and analyzes them over four semesters using a mixed-methods approach to assess competence development and participant perceptions.\"}]","Investigating Products, Practices, Perspectives in a Simulated Moving Abroad Project | PDF",1792091602,66]