Comment citer
Résumé
Es una realidad que la universidad actual trata de proporcionar facilidades económicas y académicas de forma que los alumnos universitarios hagan parte de sus estudios en otro contexto cultural diferente al propio. Las ganancias de este esfuerzo por parte de la administración y de los propios estudiantes son a menudo difíciles de cuantificar. En el campo de la adquisición de lenguas, se suele señalar que los alumnos que estudian la lengua meta rodeados de esta, son superiores a los alumnos que la estudian solamente en el aula (Howard, 2001; 2005; Martínez-Arbelaiz y Pereira, 2008; Meara, 1994; Milton y Meara, 1995; Pérez-Vidal y Juan-Garau, 2009; Pérez-Vidal, 2014; Segalowitz y Freed, 2004). Sin embargo, contamos con pocas investigaciones sobre cómo esta experiencia repercute en el desarrollo de la competencia transcultural (Modern Language Association, 2007), uno de los objetivos de cualquier currículum de lenguas. Por medio de un análisis de grabaciones de discurso de aula, observamos tres clases de tres cursos diferentes y de pequeño tamaño. Constatamos que los alumnos estadounidenses que estudian en Madrid son observadores críticos de la comunidad que les acoge y que estas observaciones les llevan a cuestionar y refinar ideas anteriores sobre la sociedad española.
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