Monitoring class interaction to maximise intercultural learning in mobility contexts

Study abroad research has shown that intercultural preparation – before, during and after - helps students make the most of their intercultural experiences abroad. However, the impact of such preparation still needs investigation. The present chapter focuses on classroom interactions in the context of an intercultural communication course for mobile students carried out during their international study programme at the University of Bologna. The aim of the study was to explore, using conversation analysis and on the basis of student-student interactions, if it was possible to identify Potential Intercultural Learning Sequences, and what classroom dynamics may have encouraged (or hindered) the intercultural development process of the learners.