Abstract
ABSTRACT This study qualitatively explores how studying abroad in an English as a lingua franca context promotes student-sojourners’ intercultural awareness (ICA) taking a longitudinal perspective. A group of Catalan/Spanish bilinguals and Turkish-L1 speakers were interviewed regarding their past ERASMUS experiences in terms of ICA following a stimulated recall protocol and later participated in an L1-based focus group interview. The results foreground that ELF use contributed to the conceptualisation of ERASMUS as an ELF community of practice while the participants developed a supranational identity with traces of ICA, which was maintained as a long-term effect of their semester-long sojourn.
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