The Impact of Intercultural Communicative Competences in a Bilingual School Environment
Author
Stibi, Laura
Term
4. term
Publication year
2018
Submitted on
2018-05-31
Pages
62
Abstract
This thesis examines the extent to which students at Ranum Efterskole College (REC) develop intercultural communicative competences in a bilingual school environment and how they navigate among multiple cultures. The study adopts a qualitative, interpretive design with methodological triangulation, combining ethnographic observation, focus group interviews, and semi-structured individual interviews, analyzed in three strands and supported by secondary literature. Its theoretical framework integrates Iben Jensen’s intercultural communication theory and Michael Byram’s intercultural competence theory into a reinterpretation of intercultural communicative competence in language and learning contexts. The aim is to understand students’ experiences, feelings, wishes, and concerns during their stay to inform the school’s ongoing development of its international program. Across the data, findings indicate that REC should further prioritize intercultural offerings through activities and travel, which strongly motivate applicants. Students’ academic interests are diverse, suggesting the need for a flexible educational program that allows schedules tailored to individual levels and preferences. Social opportunities should be maintained, as they align with the school’s promises and students’ expectations. The results provide qualitative insights rather than generalizable measures of competence gains.
Denne afhandling undersøger, i hvilket omfang elever på Ranum Efterskole College (REC) udvikler interkulturelle kommunikative kompetencer i et tosproget skolemiljø, og hvordan de navigerer mellem flere kulturer. Undersøgelsen er forankret i en kvalitativ, fortolkende tilgang med metodisk triangulering bestående af etnografisk observation, fokusgruppeinterviews og semistrukturerede individuelle interviews, analyseret i tre spor og understøttet af sekundærlitteratur. Det teoretiske grundlag kombinerer Iben Jensens teori om interkulturel kommunikation og Michael Byrams teori om interkulturelle kompetencer til en nyfortolkning af interkulturelle kommunikative kompetencer i sprog- og læringskontekst. Formålet er at få indblik i elevernes erfaringer, følelser, ønsker og bekymringer under deres ophold for at kvalificere skolens fortsatte udvikling af det internationale program. På tværs af data peger resultaterne på, at REC med fordel kan styrke de interkulturelle tilbud gennem aktiviteter og rejser, som er en central del af elevernes motivation for at søge skolen. Samtidig har eleverne forskellige faglige interesser, hvilket taler for et fleksibelt undervisningsprogram, der giver mulighed for at sammensætte skemaer efter niveau og ønsker. Endelig bør de sociale tilbud fastholdes, da de er en væsentlig del af skolens profil og elevernes forventninger. Resultaterne giver kvalitative indsigter frem for generelle målinger af kompetenceudvikling.
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