Approaching Erasmus students’ intercultural communicative competence through their socialisation patterns

Abstract

This paper presents a qualitative analysis of the impact of university students’ socialisation patterns on the development of ICC (Intercultural Communicative Competence) during their Erasmus placements. In our research, we complement previous comparative analyses of a quantitative nature between UK and Spain based students’ ICC. The answers to sixteen items from a questionnaire provided by 40 Nottingham Trent University and 30 University of Salamanca students shed light on three pivotal dimensions: everyday interaction patterns, overall perception of the study sojourn, and intercultural lessons learned during their stay. Our results show that, at the end of their placement, both cohorts report no substantial differences on their means to socialise while abroad and that the two confer paramount importance to being open-minded and using the target language proficiently, while their perception differs regarding aspects such as their previous knowledge about the host country or their self-image as representatives of their home culture.

Reliability and Validity of Measuring Scale for Team-Work in Multicultural Setting at Tertiary Level

“…Likewise, the Council of Europe highlights activities promoting linguistic and cultural diversity as part of its policy of building European identity (Alexsandrowicz-Pedich et al, 2003) and supports studies on developing intercultural competence and cultural awareness (e.g. Root & Ngampornchai, 2012;Almarza, Martinez & Llavador, 2017).…”