This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity is titled “24h Erasmus Life” and aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad, the understanding of how communication works within a different academic community, the broader social dimension of the experiences, and the identity-related language issues. In Autumn 2014, the activity was tested with two different groups of students by teachers at the University of Bologna (UNIBO): the first group (A) was formed by 18 international incoming students and was taught by face-to-face teaching in Bologna; the second group (B) comprised 23 UNIBO students who were doing their study abroad in a variety of European countries, and participated in the activity by means of a Learning Management System. This paper traces the main instructional phases of “24h Erasmus Life”, and comments on the students’ learning experiences by reporting extracts from transcribed peer-to-peer class interactions (group A) and from class blog and forums (group B). Overall, the paper aims to describe how the teaching took place in the two cases considered.

Il presente articolo, di stampo pedagogico e operativo, descrive e commenta un’attività di educazione interculturale per studenti Erasmus sviluppata nel contesto del progetto europeo IEREST (http://ierest-project.eu/). L’attività “24 h Erasmus Life” mira a far riflettere gli studenti sul quattro aree tematiche: i possibili risvolti emotivi del percorso di mobilità, le differenze comunicative che caratterizzano ambienti accademici differenti, la dimensione sociale dell’esperienza all’estero, e i risvolti identitari dell’uso linguistico. Nell’autunno 2014, l’attività “24 h Erasmus Life” è stata sperimentata da alcuni insegnanti dell’Università di Bologna con due gruppi di studenti: il gruppo A, composto da 18 studenti internazionali, ha seguito l’attività in aula tramite lezioni faccia-a-faccia. Il gruppo B era formato da 23 studenti dell’Università di Bologna che, al momento dello svolgimento dell’attività, si trovavano in Erasmus; per questa ragione il gruppo B ha partecipato all’attività in modalità a distanza, tramite un Learning Management System. Il presente articolo ripercorre le fasi in cui si articola l’attività , si sofferma sulle esperienze degli studenti, e commenta alcuni estratti tratti dalle trascrizioni delle lezioni (gruppo A) e alcuni esempi tratti dai blog e dai forum dell’attività online (gruppo B). In generale, l’articolo intende mostrare come si è svolto l’insegnamento nei due casi considerati.

Intercultural education in practice: Two pedagogical experiences with mobile students

BORGHETTI, CLAUDIA
2016

Abstract

This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity is titled “24h Erasmus Life” and aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad, the understanding of how communication works within a different academic community, the broader social dimension of the experiences, and the identity-related language issues. In Autumn 2014, the activity was tested with two different groups of students by teachers at the University of Bologna (UNIBO): the first group (A) was formed by 18 international incoming students and was taught by face-to-face teaching in Bologna; the second group (B) comprised 23 UNIBO students who were doing their study abroad in a variety of European countries, and participated in the activity by means of a Learning Management System. This paper traces the main instructional phases of “24h Erasmus Life”, and comments on the students’ learning experiences by reporting extracts from transcribed peer-to-peer class interactions (group A) and from class blog and forums (group B). Overall, the paper aims to describe how the teaching took place in the two cases considered.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/592788
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