Assignment 8: Preparing for

Study Abroad
Part 1 : Our own interview

Link to our interview: https://www.youtube.com/watch?

v=ENacPKSPfaE&feature=youtu.be

Part 2 : critical analysis

1. Analysis of our own interview: Hannah in Spain

The cultural image that is projected of each settingconsidering

which phenomena, traits, rules, norms and values are cited;

Clear that the atmosphere is more relaxed, have to adapt to

timing on its own and food hours, they are more open

The attitude the interviewee holds towards each setting;

Always a feeling of safety, but only when with friends; is

overall opinion about Spain

Different atmosphere in class; go and have a drink with

teachers

Setting: school small class 10 students

More relaxed feeling overall

What message the interviewee is sending about his or her

cultural identity, and about the cultural identity of his/her hosts;

Food timing is a lot later than in Belgium

Siestas are held, whereas in Belgium it doesnt exist

Hospitality is much better than in Belgium

Ways in which the interviewers or interviewees may have

questioned or made explicit the way these cultural identities were
constructed;
 Questions we asked: is it safe there to walk there in the
evening (as a girl) or not. => you cant walk alone, but with a
group of friends it is safe.

How is the food? => Its different than the food here.

Are Spanish people open to different nationalities => yes, the

hospitality is much better in Spain than in Belgium

What is indicative of a (non-)essentialist viewpoint on the part of

both the interviewers and the interviewees;

We, Belgians, assume that there are siestas in Spain. So, we

asked her, and she said there are.

Hannah advises to study a bit Spanish in advance. This

indicates that she thinks that she wont be helped in English,
because they only speak Spanish.

Spanish people will help you no matter what nationality you

have, and whether you speak Spanish or not. In Belgium, this
is sometimes not the case. So, we can conclude Spanish
people are open.

How interviewees construct Erasmus students communities and

people they have met or tried to avoid meeting. What do these
stories/constructions tell us about their attitudes to diversity?
Shes mostly in an international environment, and after classes
she also tries to go to activities. In her class, there are different
nationalities. So, its clear she wants to be involved with
international students. After class, in supermarkets, she talks
Spanish, so she is really doing an effort.

2. Analysis of the interview of Este: Cline in Chicago

The cultural image that is projected of each settingconsidering

which phenomena, traits, rules, norms and values are cited;

At school: smaller groups, a lot of interaction and

presentations

A dorm: questionnaire when arrived, linked with someone

 based on that questionnaire

The attitude the interviewee holds towards each setting;

Open minded

Open people

Everyone accepted her

thanksgiving

What message the interviewee is sending about his or her

cultural identity, and about the cultural identity of his/her hosts;

Open people

Ways in which the interviewers or interviewees may have

questioned or made explicit the way these cultural identities were
constructed;

Culture shock? => no, but Difficult to adapt, but if you have
friends its easier.

What is indicative of a (non-)essentialist viewpoint on the part of

both the interviewers and the interviewees;

The way she asks her questions, suggests it is expensive in

Chicago (not really about culture)

How interviewees construct Erasmus students communities and

people they have met or tried to avoid meeting. What do these
stories/constructions tell us about their attitudes to diversity?
The dorms are foreigners American. All foreigners are in on
block, so youre always in an international environment
Lots of activities outside school
Best not to work, because you could miss out on something.

What would you have added?

 - Not just question-answer; interaction in the interview would have
been more interesting
- Whenever a question has been asked, Cline answers but Este
does not ask any follow-up questions; when she would have asked a
question, a lot of extra interesting info could have been added
- Before going into the level of English, Este could have asked what
her level was before she left, so we had a better idea of how much
Cline evolved
- In our interview, we asked question(s) about the overall feeling of
the city and the level of safety that there is

What would you have liked to know that is not there?

- Basic information of which school she attended, would have been

interesting
- Cline talked about the different courses she was allowed to choose
and she mentioned some languages, it may have been interesting to
know what language she choose and how she evolved.
- Discussing what other sorts of opportunities there are within the
school, regarding languages and other courses
- How her overall experience of Thanksgiving was, was something I
would have liked to know. Again, follow-up questions may have been
interesting.

How helpful is this video to you as a student going to this country

yourself?

None of us three are going to the United States, so for us this video is not
helpful in a way that we are going to the same country. But I am sure that
it is helpful for people going to the United States because she has
discussed some interesting topics and for us, it was helpful to get some
ideas about what we may still have to ask our school or people we know in
the region of where we are going.
- Helpful to get to know culture of Chicago and what courses/level
they have to offer
- Cline had an exam every week but they were less difficult and in
smaller packages
- Way of teaching; BE more than 600 students listening to the lecturer
 in one classroom vs. USA: small classes where a lot of presentations
have to be given and there is interaction
- It is nice to know that they have a system to choose a roommate
based on a questionnaire
- The packing information was very helpful; might look up what the
prices of clothing in Spain is so we as well, can pack for only one
season and buy the rest in our study abroad country
- Nice to hear that from the moment you have friends, it is easier to
adapt and that the home sickness really does become less
- Paulien was planning on working in Spain so it would be an
opportunity to improve her Spanish but Cline discourages this idea
because in her opinion in that way you do not get the full experience
because you are working whilst others are out
Part 3 : self-assessment

Outcomes after I have learnt I still have to learn

watching the videos I have learnt it thanks because
and analysing them to

1. Recognise and explain Often individuals stick I still have to learn

the variety and together with whomever better how to involve
complexity that exist they know well, so they others when I am
among individuals in do not interact with interacting with a new
social groups. others. I am a sociable group. I can easily talk
person so I have learnt to anyone but I have to
to not lock myself in a make sure that
familiar group. I have whomever is joining me
learnt that it is better to to whatever event, is
be open towards also included in the
everyone, because conversations.
anyone can surprise you.
3. Describe ways in In the video from Este, I will have to learn how
which people it was clear to see that to improve this skill
(re)construct and/or Cline came into a because it is good to
(re)negotiate their own completely different know how others and
and others multiple culture and environment yourself identify
identities depending than she was used to. yourself depending on
on experiences, Cline felt more content experiences,
encounters, contexts, in the United States encounters, contexts
and interlocutors. because she and interlocutors.
immediately had the People are build up and
feeling that everyone constructed through
was more open and these encounters, so it
willing to accept her is crucial to put an effort
even though she was in trying to understand
only there for 4 months, them.
than people would have
 in Europe. Thus, I have
learnt this by analysing
the video of Este.
4. Recognize and explain When using certain
the problematic nature terms to describe
of using certain terms someone or a certain
(e.g. ethnicity, race, group, you immediately
nation) to frame put them in a category
identity. where they may not
identify themselves with
at all.
6. Interpret what people It is difficult to be able to
say about their culture look in someones mind
as a personal to understand what they
observation, and think about themselves,
possibly as evidence their culture and
of what they wish personal identity. Thus, I
others to see about have not learned how to
themselves. improve this skill.
7. Recognise when A common well-known
misunderstandings stereotype of Spain, is
may be the result of that they have siestas
stereotyping, and they do absolutely
ethnocentrism, nothing during that part
essentialising and of the day. This is a
prejudice. misunderstanding
because only certain
shops/jobs have siestas,
schools do not take
breaks. And those
siestas are only
organized because in the
warm temperatures that
Spain can have, it is
impossible to function
properly when it is that
hot.
I still have to learn how
to ignore these
prejudices, because you
immediately have a
fixed view of someone. I
have tried to not put
someone in a particular
box since I do not like
to judge people by the
cover of their book
without reading it.
I still have to learn this
skill since I have not
been in contact with
that many different
cultures in a way that I
was able to interpret
what they wanted to say
about their culture. The
only encounter that I
may speak about is with
Morgan. Whenever she
was asked some
questions about the
United States, she
wanted to change the
idea people have of the
residents of the US.
I still have to learn how
to look past these
stereotypes. I will be
trying to ignore
stereotypes so I will be
able to appreciate
everything from the
Spanish culture. Being
open minded when
going abroad will be the
way to get the full
experience.