Nineteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Study abroad programs grant intercultural immersion opportunities which students perceive as having different cultural norms and practices. Much of the literature on study abroad outcomes focuses on the linguistic proficiency gains, some looked at attitude change towards different cultures, and very few on the impact on the students’ intercultural identity. These latter have taken Chinese, American, Australian, and European students as case studies. However, to date no research of this kind has taken Algerian students as a case study. The proposed research will provide new insights on the possible impact that inter-group relations, social contact and discursive practices, and increased cultural exposure may have on the process of intercultural identity development of Algerian students overseas. Furthermore, all previous studies of Algerians have been conducted in contexts such as France, no such investigation has taken place in the United Kingdom. This constitutes my research gap. This research used semi structured and ethnographic interviews and observations to explore how Algerian students living in the UK used their intercultural knowledge adjusting and adapting their behaviors to the host culture’s norms and values. It also investigates their experiences of intercultural encounters and how it helped in the development of their intercultural identity. The findings from this research can be used as a platform regarding further research dealing with intercultural identity development through experiential learning and immersion. Recommendations are provided for universities, government agencies, stakeholders, and policy makers involved in education with the aim of enhancing students’ adaptability to new cultural settings.