Interactions among Future Study Abroad Students: Exploring Potential Intercultural Learning Sequences

Autor/inn/en	Borghetti, C.; Beaven, A.; Pugliese, R.
Titel	Interactions among Future Study Abroad Students: Exploring Potential Intercultural Learning Sequences
Quelle	In: Intercultural Education, 26 (2015) 1, S.31-48 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2015.993515
Schlagwörter	Study Abroad; Cultural Awareness; Classroom Communication; Intercultural Communication; Discourse Analysis; Constructivism (Learning); Peer Relationship; Student Mobility; International Cooperation; Educational Cooperation; Sequential Learning; College Students; Multicultural Education; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Klassengespräch; Interkulturelle Kommunikation; Diskursanalyse; Peer-Beziehungen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Didaktische Sequenzierung; Lernsequenz; Collegestudent; Multikulturelle Erziehung; Ausland; Italien
Abstract	The study presented in this article aims to explore if and how intercultural learning may take place in students' class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every "interdiscourse interaction" is potentially intercultural. We have assumed this perspective while investigating student-student class interactions that took place in an intercultural education course aimed at enhancing students' intercultural learning in view of their sojourn abroad. Interactional data were analysed from the perspective of conversation analysis. Then, drawing on the notion of "séquence potentiellement acquisitionelle" as well as on a constructivist approach to intercultural learning, we conclude that, in interaction with their peers, learners can co-construct "potential intercultural learning sequences" (PILS), which present recognisable interactional and discursive features. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01