Estancias de inmersión en el extranjero: el papel de las intervenciones pedagógicas en la adquisición de una lengua extranjera (L2) y la competencia intercultural

Abstract

Although studying in a different country is seen as an ideal means of learning, the opportunities provided by Study Abroad (SA) are not always maximized (McKinnon, 2018). Experts advocate the implementation of pedagogical interventions that promote quality intercultural dialogue and guide students in their language and intercultural learning process (Jackson & Oguro, 2018). This study empirically measures the impact of a pedagogical intervention designed for this purpose. The results of 118 students surveyed before and after the stay on their L2 Spanish lexical and pragmatic competence and their intercultural profile are presented here. A part (n=49) enrolled voluntarily for the intervention while the rest (n=69) followed only the courses at their host university. The results illustrate the significant progress made by this group of advanced L2 learners, as well as the actual effect of the intervention. We also reflect on the learning process taking place during SA and how to encourage it.

Keywords

• study abroad
• cultural intelligence
• pedagogical intervention
• intercultural learning
• lexical competence
• pragmatic competence