Bridging the gap

From language to culture, an intercultural journey

Abstract

The purpose of this exploratory research is to analyze the affective aspects related to intercultural sensitivity and intercultural communicative competence in a group of 14 Argentine secondary school students. These students participated in a two-week language immersion program in London, aiming to improve their English proficiency. During their stay at a London school, they were immersed in an environment where English was the primary means of communication, interacting with people from various nationalities. Upon returning to Argentina, the participants completed an intercultural sensitivity scale, adapted from studies by Fritz et al. (2002) and Vilá Baños (2006), which assessed their emotions and impressions while experiencing different intercultural situations. The scale specifically measured intercultural sensitivity, exploring aspects such as the enjoyment of cultural differences or interactions with people from different backgrounds, the preference for or rejection of working with people from other cultures, and respect for different cultural behaviors. Data analysis revealed educational needs regarding the students’ intercultural competencies and sensitivity, broadening our understanding of how exposure to intercultural contexts can influence the emotional sphere. Indeed, the information gathered encourages rethinking pedagogical strategies that consider and address these needs. The study concludes with recommendations and suggestions for future research in this field.