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dc.contributor.authorLlurda, Enric
dc.contributor.authorGallego Balsà, Lídia
dc.contributor.authorBarahona, Clàudia
dc.contributor.authorMartín-Rubió, X.
dc.date.accessioned2020-07-21T11:34:27Z
dc.date.available2020-07-21T11:34:27Z
dc.date.issued2016
dc.identifier.issn0957-1736
dc.identifier.issn1753-2167
dc.identifier.urihttp://hdl.handle.net/10459.1/69347
dc.description.abstractThe Erasmus student mobility programme allocates three explicit objectives to the experience of spending a few months studying in another European country: (1) to benefit students educationally, linguistically and culturally; (2) to promote co-operation between institutions and (3) to contribute to the development of a pool of well-qualified, open-minded and internationally experienced future professionals [European Commission. 1996. The Obstacles to Transnational Mobility. Green Paper. http://aei.pitt.edu/1226/1/education_mobility_obstacles_gp_COM_96_462.pdf (accessed April, 2015)]. The programme has also sometimes been referred to as one of the most powerful tools of European integration. However, little research has so far been undertaken on how it may alter students’ attitudes towards aspects of European identity and sense of European citizenship. Our study investigates the extent to which the Erasmus experience affects the sense of self as European citizens of a cohort of students from the University of Lleida (Catalonia, Spain). It also explores the students’ position towards the notion of European citizenship and how this relates to the development of their plurilingual competence. Two questionnaires, one before and one after the study-abroad experience, provided quantitative data while qualitative data were obtained through the analysis of discussion groups focusing on aspects of European vs. national identity and citizenship.ca_ES
dc.description.sponsorshipThe research on which this article is based was supported by: (1) Research grant [FFI2012-35834], Ministerio de Economía y Competitividad, Interculturalidad, ciudadanía europea e ingleś como lingua franca: entre las políticas y las prácticas en los programas de movilidad internacional universitaria, January 2013–June 2016, and (2) the Agència de Gestió d’Ajuts Universitaris i de Recerca de la Generaliat de Catalunya [2014SGR 1061]ca_ES
dc.language.isoengca_ES
dc.publisherTaylor & Francisca_ES
dc.relationMICINN/PN2008-2011/FFI2012-35834ca_ES
dc.relation.isformatofVersió postprint del document publicat a: https://doi.org/10.1080/09571736.2016.1210911ca_ES
dc.relation.ispartofLanguage Learning Journal, 2016, vol. 44, núm. 3, p. 323-346ca_ES
dc.rights(c) Taylor & Francis, 2016ca_ES
dc.subjectEuropean citizenshipca_ES
dc.subjectIdentityca_ES
dc.subjectStudent mobilityca_ES
dc.subjectStudy abroadca_ES
dc.subjectErasmusca_ES
dc.titleErasmus student mobility and the construction of European citizenshipca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec022629
dc.type.versioninfo:eu-repo/semantics/acceptedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.1080/09571736.2016.1210911


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