Abstract:

Going to study at a foreign university to learn another language, together with other foreign students who may or may not be fellow countrymen or women, has certain limitations. This study explores the role of institutional projects aiming to promote interaction between Chinese students, and native Portuguese students, attending the same higher education school. The analysis is based on a questionnaire applied at the beginning of the project, two months after the start of the academic year, which sought to better understand how Chinese students integrated and interacted with Portuguese students. Contrasts were found in different subgroups among Chinese students regarding their level of language and presence in classes attended by the Portuguese. We also aimed to determine the level of interaction between Portuguese students and Chinese ones. Results show that spontaneous interaction between the two groups is limited and superficial when they do not share common disciplines or curricular activities. Although attitudes of rejection by Portuguese students were not manifested, it is evident that institutional initiatives are necessary in order to create conditions for interaction, thereby justifying the implementation of this intercultural project.

Keywords:

Study abroad, Social interaction, Linguistic proficiency, Chinese learners, Intercultural exchange.