TABLE 2.4: LESSON V: FINAL PRESENTATION
8. FINDINGS AND DISCUSSION
9.1. IMPLICATIONS FOR FURTHER RESEARCH
able to learn from the differences arisen out of the interaction developed. As a matter of
fact, the students acquired new pieces of knowledge from the alien cultural reality faced. Further, the teaching-learning process in the countries mentioned above was implemented in a cultural authentic environment where members from the target culture which the pupils were exposed
The ICC has been acquired in both groups. However, working in an intercultural environment involves dealing with problems arisen from that intercultural interaction.
Nevertheless, the main objective of the present research is to enhance the ICC among the participants involved in the study. Ergo, as it is a comparative study, it is evidenced in the previous lines that although it exists a difference in between the classrooms participating in the project, common experiences has been reported as well. Future generations will be thirsty of this kind of knowledge since the current ongoing
globalised society will demand culturally empathetic citizens able to establish a proper meaningful communication process. In fact, students with developed intercultural communicative skills are to effectively tackle with the possible problems which the pupils will be exposed to in the future.
9.1. IMPLICATIONS FOR FURTHER RESEARCH
My findings from the analysis respond to the study’s research questions and help to achieve its goals. Moreover, these findings have several significant implications for both the teaching of ICC at the Primary Education level and the improvement of the curiosity and willingness in discovering new cultures as well as intercultural
encounters. Therefore, following the steps that the present research has initiated, further aspects concerning this theme will tackle with the analysis of the emotions arisen with those intercultural encounters who have been living in a host country during a certain period of time. Analysing the intercultural interaction at different stages in the process, and collecting data from each of those stages. Taking into account the previous
expectations the participants had of the host country and finding common trends in the answers provided. Yet, the comparison in the expectations of the sampling, and the verification of those previous assumptions would follow the lines open in the present study. Finally, analysing assumptions and breaking with stereotypes are essential too.
84 9.2. ETHICS, VALIDITY AND LIMITATIONS
Firstly, concerning the ethical considerations in the research process of the present master’s thesis, the ethical guidelines described by The Committee on Research Ethics of the University of Eastern Finland (National Advisory Board on Resear ch Ethics, 2009) where followed, as well as the Spanish Code of Good Scientific Practices of CSIC (Consejo Superior de Investigaciones Científicas) (Code of Good Scientific Practices of CSIC, 2018). Ergo, as it is added in the appendixes below (appendix 5 and 6), families and legal tutors of the participants taking part in the study where requested to give their permission to collect data from their sons, daughters or legal tutoring, all of them minors. Consequently, the already mentioned informed consents were sent to the families informing them about the data collecting process and about the subsequent destruction of the data gathered, in both countries. Always preserving the identity of the minors interviewed. Besides, moral aspects from the researchers were taken into
account regarding the data collection process, and the interviewees encouraging the interviewees to answer the questions included in the interviews with serenity and allowing them to take their time to answer.
Finally, the research revealed many different limitations. First of all and taking into account the cultural point of view, the communication in between both classrooms were not very fluent at the very beginning since the students did not know each other.
Nevertheless, once the project started the participants began to feel more confident and the communicative act was richer and more interesting to observe from the researcher’s point of view. In addition, as the study took part simultaneously in two different
countries, it was tough for the researcher to control both classrooms as well as the development of the project in both countries.
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97 11. APPENDIXES
APPENDIX 1: RESOURCES FOR THE INTERCULTURAL COMMUNICATION PROJECT. COUNTRIES AND LANGUAGES.
Finland France
United States Sweden
Germany Italy
Spain Portugal