'No one is superior to another': tracing intercultural development in a year-long study abroad programme


ÇİFTÇİ E. Y. , Karaman A. C. , DALOĞLU A.

LANGUAGE LEARNING JOURNAL, 2020 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2020
  • Doi Number: 10.1080/09571736.2020.1802770
  • Journal Name: LANGUAGE LEARNING JOURNAL
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database
  • Middle East Technical University Affiliated: Yes

Abstract

Due to its essential role in communication among diverse individuals and human communities, the cultivation of interculturality is among the foremost aims of educational domains. Short-term study abroad can be one way to help students develop interculturality. However, there is a lack of a clear picture regarding the multidimensional impact of short-term study abroad on individuals' intercultural development. There also seems to be no clear consensus on the adequacy of influential intercultural competence models in terms of capturing intercultural development through short-term study abroad. In that regard, we traced an individual's multidimensional intercultural development as part of a year-long study abroad programme. We tested and relied on two major models for the analysis of qualitative data: Milton J. Bennett's developmental model of intercultural sensitivity and Darla K. Deardorff's pyramid model of intercultural competence. We revealed that the participant, following her study abroad period, displayed an increasing alignment with ethnorelativism and cultivated more sensitivity in social justice although there were equivocal socio-political issues in her statements. In addition, her host language skills enabled her to gain richer insights into local practices. Lastly, we problematised the adopted models in terms of linguistic competence, macrocontextual features, and nonlinear and concurrent intercultural developments.