The development of Transcultural Competence in a multilingual and multicultural univesity classroom: A case study from a social interaction perspective
With a social interaction perspective, this research investigates the development of Transcultural Competence in a multi-dimensionally internationalized university classroom. Adopting a mixed-method approach and a longitudinal design, it aims to explore if, and to what extent, first-year undergradua...
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| Tipo de documento: | tese |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | España |
| Recursos: | CBUC, CESCA |
| Repositório: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/674850 |
| Acesso em linha: | http://hdl.handle.net/10803/674850 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Global identity Intercultural interaction Intercultural sensitivity Intergroup contact International posture Internationalization Linguistic cosmopolitanism Social networks Transcultural competence Competència transcultural Contacte intergrupal Cosmopolitisme lingüístic Identitat global Interacció intercultural Internacionalització Postura internacional Sensibilitat intercultural Xarxes socials Competencia transcultural Contacto intergrupal Cosmopolitismo lingüístico Identidad global Interacción intercultural Internacionalización Redes sociales Sensibilidad intercultural 81 |
| Resumo: | With a social interaction perspective, this research investigates the development of Transcultural Competence in a multi-dimensionally internationalized university classroom. Adopting a mixed-method approach and a longitudinal design, it aims to explore if, and to what extent, first-year undergraduates increase their Transcultural Competence – as regards attitudes, sensitivity, and identity – during one academic year and to determine the impact of in-class intercultural social networks in such a process. Results reveal that the internationalized environment per se does not foster the development of Transcultural Competence; still, students from the multi-dimensionally internationalized classroom show a higher degree of Transcultural Competence than those in lesser internationalized ones. Moreover, meaningful, intimate intercultural interactions are crucial in such a development, and they may happen spontaneously if students enact their agency. The intercultural experience emerges as highly individual, and five patterns of the interaction between intercultural relationships and Transcultural Competence are detected. This study joins the call for widespread intercultural education and the implementation of interventions in this respect. |
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