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.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
