Developing Intercultural Understanding for Study Abroad: Students' and Teachers' Perspectives on Pre-Departure Intercultural Learning

Autor/inn/en	Holmes, P.; Bavieri, L.; Ganassin, S.
Titel	Developing Intercultural Understanding for Study Abroad: Students' and Teachers' Perspectives on Pre-Departure Intercultural Learning
Quelle	In: Intercultural Education, 26 (2015) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2015.993250
Schlagwörter	Cultural Awareness; Study Abroad; Student Attitudes; Teacher Attitudes; Student Mobility; International Cooperation; Higher Education; Undergraduate Students; Foreign Countries; Video Technology; Audio Equipment; Personal Narratives; Instructional Materials; Experiential Learning; Intercultural Communication; Teaching Methods; Stereotypes; Observation; Interviews; Italy + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Schülerverhalten; Lehrerverhalten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Audio-CD; Erlebniserzählung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Experiental learning; Erfahrungsorientiertes Lernen; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Beobachtung; Interviewing; Interviewtechnik; Italien
Abstract	This study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism, stereotyping, otherising) during an intercultural education course for mobile students. Twenty pre-departure Erasmus undergraduate students from an Italian university, four teachers and one observer participated in the study. Seven hours of audio/video recordings of classroom discussions and teachers' retrospective narratives were analysed thematically. Although students initially subverted the goals of one of the tasks, they demonstrated foundations of intercultural thinking; followed by movement from self-interest to intercultural awareness of the other; and finally, developing intercultural awareness, supported through opportunities to express emotions/feelings and discussion and application of key concepts of interculturality. Teachers'/observer's perspectives confirmed the quality and flexibility of the materials in developing students' intercultural awareness. The findings suggest that pre-departure materials can help students to recognise variety and complexity in self and others in intercultural encounters. But students' primary needs for practical information should first be satisfied; interactive spaces for expressing emotion and feelings are important for understanding self and others; and scaffolding activities help students to understand intercultural concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01