This chapter investigates a teaching activity from the European project Intercultural Education Resources for Erasmus Students and their Teachers (IEREST), which is titled 24h Erasmus Life and was conducted at the University of Bologna with 33 participants. Students and teachers worked online for six weeks using forums, videoconferences, chat rooms, and a course blog. The authors gathered data from the blog postings and employed thematic analysis, focusing on the students’ language experiences, including identity-related features of language proficiency, linguistic self-concept, and second-language-mediated personal development. The outcomes of this study contribute to understanding the multifaceted nature of second language identity development during study abroad and its links to intercultural learning within a non-essentialist theoretical framework. Some pedagogical implications for mobile student preparation are also considered.

Beaven, A. (2018). Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context. New York : Palgrave Macmillan [10.1007/978-3-319-77134-2_7].

Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context

Beaven A.;Borghetti C.
2018

Abstract

This chapter investigates a teaching activity from the European project Intercultural Education Resources for Erasmus Students and their Teachers (IEREST), which is titled 24h Erasmus Life and was conducted at the University of Bologna with 33 participants. Students and teachers worked online for six weeks using forums, videoconferences, chat rooms, and a course blog. The authors gathered data from the blog postings and employed thematic analysis, focusing on the students’ language experiences, including identity-related features of language proficiency, linguistic self-concept, and second-language-mediated personal development. The outcomes of this study contribute to understanding the multifaceted nature of second language identity development during study abroad and its links to intercultural learning within a non-essentialist theoretical framework. Some pedagogical implications for mobile student preparation are also considered.
2018
Second language study abroad programming, pedagogy, and participant engagement
195
221
Beaven, A. (2018). Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context. New York : Palgrave Macmillan [10.1007/978-3-319-77134-2_7].
Beaven, A., Borghetti, C.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/679035
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