Cross-Cultural Sensitivity and Intensity of Interaction in Study Abroad: A Developmental Approach

Hernández, Ariadna Sánchez

doi:10.30827/digibug.54045

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…The research instrument used in this study to collect data was an interview reflecting IISMA 2022 awardees´ cross-cultural sensitivity and ability to effectively engage with individuals from different cultural backgrounds. The interview questions were based on Cross-Cultural Sensitivity (ICCS) indicators, developed by (Cushner, 1986;Sánchez Hernández & Alonso-Marks, 2018). The interview was conducted in written form using the chat platforms; WhatsApp and Line, and through an online interview using Zoom, depending on the participants´ preferences.…”

Section: Methodsmentioning

confidence: 99%

The Cross-Cultural Sensitivity of Iisma Awardees: A Narrative Inquiry

Aziez,

Neman

et al. 2024

J. of Law and Sust. Develop.

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Objective: This research aims to understand the influence of the Indonesian International Student Mobility Award (IISMA) program on the cross-cultural sensitivity of ITS scholarship recipients based on their experiences and stories during the program. Method: The research design for this study is narrative inquiry. Five scholarship recipients at a university in Madrid were asked to narrate their experiences through semi-structured interviews. The emerging themes indicate the extent to which the IISMA program, both directly (through mandatory program activities) and indirectly, influences the cross-cultural sensitivity of the awardees. Themes identified include language and culture, attitudes of openness and willingness to listen to others, cross-cultural exchange, empathy in understanding others' perspectives, and adopting new habits. Results: The findings indicate that the IISMA program has a significant impact on the cross-cultural sensitivity of its scholarship recipients. Participants are directly exposed to various cultures in Spain and actively engage with these cultures. Additionally, the IISMA program encourages participants to promote Indonesian culture internationally through mandatory challenges and other assigned tasks. Conclusions: The research provides insights into how the IISMA program influences cultural integration, attitudes toward others, intellectual interactions, empathy, and behavioral adaptation among the scholarship recipients. This study highlights the importance of international cultural exchange programs in enhancing understanding and cross-cultural sensitivity among participants.

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Section: Methodsmentioning

confidence: 99%

The Cross-Cultural Sensitivity of Iisma Awardees: A Narrative Inquiry

Aziez,

Neman

et al. 2024

J. of Law and Sust. Develop.

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“…All participants lived with local families and socialized with their conversation partners to varying degrees, as will be reported below. As research has shown, interaction and socialization with NSs, in addition to other individual and extralinguistic factors, is one of the most effective and successful conditions for the linguistic and sociocultural development of L2 and HL learners in a SA context (Dewey et al, 2014;Kinginger & Blattner, 2008;Meier & Daniels, 2013McManus, Mitchell, & Tracy-Ventura, 2014Sánchez Hernández & Alonso-Marks, 2018).…”

Section: Methods Participantsmentioning

confidence: 99%

The Sociolinguistic Impact of Service-learning on Heritage Learners Sojourning in Spain

Salgado-Robles

George

2019

HLJ

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Over the past three decades, a considerable number of studies have investigated the connection between study abroad and second language acquisition to the exclusion of another emerging language profile, that of heritage language learners who study abroad to enhance their home language skills. The few studies on heritage language learners’ development of local features abroad have focused on phonological ones, concluding that more in-depth exposure to the varieties abroad was related to increased production of the local features (Escalante, 2018; George & Hoffman-González, in press). Research on the effects of international service learning have also been limited to second language learners, demonstrating increased second language use and proficiency (Martinsen, Baker, Dewey, Bown, & Johnson, 2010) along with the development of geographically-variable patterns of use (Salgado-Robles, 2018). The current study combines these two fields and investigates the development of a variable local feature (vosotros versus ustedes) by 20 U.S. Spanish-speaking heritage language learners of Mexican descent studying abroad for four months in Spain. The experimental group (N = 10) participated in a service learning course in addition to traditional coursework, while the control group (N = 10) completed traditional coursework and no service learning course. The results of the Oral Discourse Completion Task demonstrated that all participants significantly increased their use of vosotros from the beginning to the end of the semester; however, the change by the experimental group was two times higher than the control group. This could be explained by the results of the Language Contact Profile, which revealed more use of Spanish and less use of English by participants in the experimental group. This study offers implications for future study abroad programs, the linguistic impacts of service-learning, and the development of sociolinguistic competence.

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“…In this regard, there is a paucity of research that documents IaH efforts whilst studying abroad experiences are prominently explored in the literature (Baldassar & McKenzie, 2016); based on this understanding, this research aims to redress this gap by focusing on an IaH, at the teacher's level, strategy. Along the need for HE to become more international, it is necessary to increase in students their Intercultural Competence (ICC), mostly defined as "the ability" to "think"," act", "perform" "communicate" and "interact" in a proper and effective way in different intercultural contexts and it is mainly grounded on: cultural knowledge, skills, and attitudes (Deardorff, 2006;Echcharfy,2019;Fantini, 2007;López-Rocha, 2021;Mažeikienė & Virgailaitė-Mečkauskaitė, 2007;Sánchez Hernández & Alonso-Marks, 2018;Wickline et al, 2021) with a lesser emphasis on awareness; so that they are individuals not only able to meet the demands of the globalised workforce through effective communication, but they are able to understand and embrace different world perspectives. As a result of globalisation with individuals interconnected with much more ease, hence, experiencing more intercultural encounters; intercultural competence has become of utmost importance.…”

Section: Introductionmentioning

confidence: 99%

Fostering Intercultural Competence in a Pre-Graduate Course at a Public University in Mexico

Hernández López

2023

JHETP

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Based on the understanding that Intercultural Competence (ICC) is not necessarily achieved by studying abroad, as part of a teacher’s level initiative, this paper intends to shed light on the usefulness of the implementation of a series of cultural experiential activities to a group of pre-graduate students, undertaking a B.A. in English Language Teaching at a public university in Mexico, for the development of Intercultural Competence. Data were collected by means of three online focus groups and were analysed thematically into four dimensions: knowledge, attitudes, skills, and awareness. Findings indicate there had been, to a lesser or greater extent, enhancement in each of these intercultural subcomponents.

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Cross-Cultural Sensitivity and Intensity of Interaction in Study Abroad: A Developmental Approach

Cited by 5 publications

References 18 publications

The Cross-Cultural Sensitivity of Iisma Awardees: A Narrative Inquiry

The Cross-Cultural Sensitivity of Iisma Awardees: A Narrative Inquiry

The Sociolinguistic Impact of Service-learning on Heritage Learners Sojourning in Spain

Fostering Intercultural Competence in a Pre-Graduate Course at a Public University in Mexico

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