Transforming intercultural competence in non-formal Swedish-language learning: A case study of a library-based activity

Abstract

This study explores how non-formal language learning activities can foster intercultural competence among adult learners, using the theory of guided transformative learning as its framework. The aim of this research is to understand how such activities can serve as effective platforms for intercultural competence development. Guided transformative learning, built upon transformative learning theory and the zone of proximal development, captures the interplay between internal meaning-making and external guidance in the process of intercultural development. A qualitative case study was conducted on a non-formal Swedish-language learning activity organized by a public library, with data gathered through semi-structured interviews with three participants, a group interview with two facilitators, and three observation sessions. Thematic analysis revealed that participants’ intercultural competence was enhanced through reflective engagement with culturally embedded content, scaffolded by facilitator support and peer interaction. The findings indicate that participants’ intercultural competence developed through confronting challenges (e.g., language barriers, cultural puzzles, and social networking desire), engaging in critical reflection and peer interaction, and receiving guidance from facilitators. In this learning process, the activity’s cultural content, combined with a supportive learning environment, enabled participants to acquire cultural knowledge, adjust attitudes, and adapt behaviors towards the host culture.