Abstract
During the academic year 2018-2019, the Department of Languages and Literatures at the University of the North Carolina – Asheville (UNCA) launched a pilot curriculum in Intercultural Education for intermediate-level foreign language students in French, Spanish and German. It was decided early on to adopt a performative/experiential approach, and to accompany the project with an empirical study based on qualitative data. This article lays out the parameters, contexts and challenges of the project itself and summarizes the findings of the accompanying study, including an articulation of questions that remain for future exploration.
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