Intercultural knowledge development: Evidence from student interviews during short-term study abroad |
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| Institution: | 1. Purdue University, School of Languages and Cultures, 640 Oval Drive, West Lafayette, IN 47901, United States;2. Texas A&M University Corpus Christi, Department of Humanities, 6300 Ocean Drive, Corpus Christi, TX78412, United States;1. School of Education, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel;2. Faculty of Education, Levinsky College of Education, Israel;3. School of Education and the Melton Centre, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel;1. University of Deusto, Spain;2. Glasgow Caledonian University, UK;3. University of Deusto, Spain;1. Shanghai International Studies University, China;2. University of Kansas, United States;1. Intercultural Institute at Shanghai International Studies University, China;2. Information and Computer Sciences, University of Hawaii at Manoa, United States |
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| Abstract: | The goal of this investigation was to examine intercultural knowledge development during a short-term study abroad program focused on language and cultural learning. Interviews with students were conducted at the beginning and end of the program, allowing for a qualitative approach to analysis, supported by quantitative measures. While previous investigations have relied on qualitative data, this is the first analysis of intercultural knowledge development based on a qualitative, pre- and post-program design. Intercultural knowledge development was identified considering the change and growth in student knowledge. Results indicated that students experienced a change in the salience of intercultural knowledge themes over the period abroad, focusing on City life and Schedule differences more at the beginning of the program than at the end. Such shift may be indicative of cultural adaptation during the program. Results also demonstrated intercultural knowledge growth over the period abroad, with the greatest growth being related to knowledge themes of Big C (e.g., culture and history), daily life, food and drink, and values and politics. These results led to a distinction between types of knowledge that traditionally have been included in definitions of intercultural knowledge, an analysis of context as it intersects with knowledge development, and a theoretical consideration of the relationship between intercultural knowledge and intercultural communicative competence. Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed. |
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| Keywords: | Intercultural knowledge development Intercultural communicative competence Short-term Study abroad Spanish Qualitative Interview data |
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