Transmigrant families: intercultural and bilingual competences development

Bourdieu and the Quest for Intercultural Transformations

“…In an age of intensified inter- and transnational communication, travel, and trade, there is good reason to believe that the realization of intercultural capital holds transformational potentials for students at college or university (Jones, 2016; Killick, 2017) as well as for students and pupils in pre-tertiary and basic education (Boivin, 2016; Kamada, 2013; Pham & Tran, 2015). Other educational and non-educational areas in which a beneficiary impact of intercultural capital realizations might plausibly be expected include, but are not limited to, teacher education (Arvanitis, 2018; Pöllmann, 2018), lifelong language learning (Coffey, 2018), collaborative online language learning (Lawrence, 2013), STEM scholar success (Chapman, 2018), tourism (Ferreira Carvalho et al, 2018), social work (Delgado, 2014), transmigrant families (Barea et al, 2010), and neighborhood politics (Filep, 2016). However, just as the realization of intercultural capital might appear obviously beneficial in some constellations or circumstances, it can be complicated and conflictive in others.…”