Swiss adolescents’ cultural positioning in English secondary schools: Exploring, questioning and instrumentalising culture

Abstract

This study examines the cultural positioning of five Swiss adolescents in English secondary schools, focusing on their cultural exploration and understanding. Using intercultural communication and competence theories, it explores how these students navigate the English educational system and perceive their peers’ attitudes. By analysing their narratives, the study assesses their intercultural sensitivity and identity negotiation. Additionally, it evaluates the impact of a support programme on fostering intercultural sensitivity and easing transitions. Findings show that students often maintained an ethnocentric stance and occasionally used culture to distance themselves from uncomfortable situations, but discussing culture prompted them to question cultural differences and identities.