Exploring Intercultural Learning and Second Language Identities in the ERASMUS Context

  • Ana Beaven
  • Claudia Borghetti


This chapter investigates a teaching activity from the European project Intercultural Education Resources for ERASMUS Students and their Teachers, which is titled ‘24 h ERASMUS Life’ and was conducted at the University of Bologna with 33 participants. Students and teachers worked online for six weeks using forums, videoconferences, chat rooms, and a course blog. The authors gathered data from the blog postings and employed thematic analysis, focusing on the students’ language experiences, including identity-related features of language proficiency, linguistic self-concept, and second-language-mediated (L2) personal development. The outcomes of this study contribute to understanding the multifaceted nature of L2 identity development during study abroad and its links to intercultural learning within a non-essentialist theoretical framework. Some pedagogical implications for mobile student preparation are also considered.


L2 identity Study abroad ERASMUS Interculturality IEREST 


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.University Language Centre, University of BolognaBolognaItaly
  2. 2.Department of Modern Languages, Literature, and CulturesUniversity of BolognaBolognaItaly

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