ABSTRACT
This chapter reports on a study based on a specific intercultural education programme for mobile students carried out within the Intercultural Education Resources for Erasmus Students and Their Teachers (IEREST) project. In particular, the study analysed classroom interactions during a particular teaching activity, conducted with 19 students during their international study programme at the University of Bologna, Italy. The aim of the study is to explore, on the basis of teacher-students and students-students interactions, what classroom dynamics may have encouraged the students' learning processes. The study confirms that analysis of classroom interactions can provide a key to understanding whether and how intercultural learning takes place, not only in study mobility contexts. Conversation analysis helps highlight what features of class/group work need to be monitored in particular, in order to foster intercultural learning processes.
