How did college students with no transboundary movement experience relate to “children who had grown up with plural languages”?

Crossing borders by listening to people＇s narratives

Abstract

The purpose of this study was to clarify how university students who had no transboundary movement experience perceived the problems and thoughts of people who had grown up with plural languages by participating in workshop-type classes on the theme of “children growing up with plural languages.” In order to visualize how each student＇s “surprise/attention” was triggered and was updated, we analyzed their comment sheets and reports. The findings revealed that the students＇ own “questions” and “viewpoints” emerged from the “surprise/attention” triggered by talking to others and listening to their narratives, and developed in relation to challenges outside the classroom.