As informed by the social constructionist perspective, culture is not homogenous and singular in nature but constantly co-‐constructed by individuals (Dervin, 2009; Holliday, 1999, 2010, 2011, 2016c). Based on that notion, study abroad students are not simply crossing a national border to encounter a culture but are there to become engaged in shaping their awareness and understanding of the cultural self and culturally different (and similar) others through communication and interactions. As an instructor, and through my teaching materials, I have aimed to develop students’ awareness of the complexity and fluidity of culturally different others instead of simplistically assuming someone to belong to certain ‘fixed’ cultures. In order to understand Japanese students’ intercultural learning in my study, it is therefore important to consider the
diversity and complexity of students’ interpretations as to what they learn about the self and others through the intercultural communication experience they draw on. I do not intend to validate a theory applicable to certain samples and populations. In contrast, I depend as much as possible on the situations and perspectives of the specific students being studied (Creswell, 2013). The qualitative approach allows me to understand and interpret the multi-‐faceted intercultural learning processes and experiences of students.
Neuner’s (2003) discussion on the dichotomy of teaching and learning also provides insights into the rationale for a qualitative approach. As Neuner (2003) points out, there is no straightforward exchange of knowledge between the two acts of teaching and learning in foreign language educational contexts. Learners always perceive and interpret the contents of the teaching materials and world they encounter through their sociocultural filters. Learners select, categorise, and relate the contents to their own culturally-‐bound world which they have already created based on their own image of foreignness and/or experience (Neuner, 2003).
Intercultural learning, which essentially involves individual experiences, is also subject to the dichotomy of teaching and learning. Throughout my career of teaching intercultural communication courses, and facilitating intercultural learning activities and study abroad programmes for Japanese and international students in Japan, I have developed awareness towards possible gaps among students and myself in the way teaching materials and relevant theories are located and understood in our respective worlds. For example, one conversation which I had with a Japanese student before
conducting this study, highlights the dichotomy of teaching and learning. In discussing intercultural encounters and communication with others, she brought up the term, ‘respect (sonkei in Japanese)’, as one of the most important attitudes to embrace; however, the way she interpreted the term was fundamentally different from what I had initially imagined. For her, ‘a respectful attitude’ meant the necessity to oppress her honest feelings or wishes, even when she does not agree with another or feels uncomfortable about something. As our conversation continued, I began to understand that she had framed the term ‘respect’ more in terms of conflict avoidance or in the act of ‘fitting in’. Little was said about the reciprocal process of negotiating or creating a dialogue as a means of showing and constructing mutual respect. The notion of adhering to a sense of conformity stood out in contrast to how I had originally interpreted the term in the given conversation. It was a personal yet powerful experience to me, and also explains why I employ a qualitative approach in my study. Namely, I consider it important to look at students’ intercultural learning and understanding from their perspectives and experiences qualitatively so as not to preframe or misinterpret their way of understanding. Qualitative research makes it possible to ‘unfold’ their stories and allows me, the researcher, to better interpret how they come to perceive the world as they do.
Given the dynamics of intercultural learning, students’ accounts need to be located within specific contexts and cannot be detached from their own experience. Qualitative research is conducted at a local or an immediate level and allows researchers to look at particular contexts (Braun & Clarke, 2013; M. Gall, J. Gall, & Borg, 2003). It becomes possible to find and accommodate unanticipated aspects in the
process of collecting and analysing data, and to reveal the fluidity of students’ experiences (Braun & Clarke, 2013). Interpretations tend to be more transitory and situational (M. Gall, J. Gall, & Borg, 2003) and the researcher attempts to ‘make sense of, or interpret, phenomena in terms of the meanings people bring to them’ (Denzin & Lincoln, 2011, p. 3). Instead of verifying a predetermined idea, participants’ lived and felt experiences in natural settings will be the focus to discover and uncover (Sherman & Webb, 2011).
Based on the above distinctiveness, the qualitative approach allows me to draw on the processes and diversity of students’ intercultural learning in order to answer my research questions. Researchers are considered as instruments in collecting and analysing data (Galletta, 2013; Miles & Huberman, 1994), and I have to be aware of subjectivity (of the researcher, and of the participants, and others in the research context) in conducting the research. This aspect will be further discussed as reflexivity in 3.4.