Exploring intercultural competence in children: the role of the Young Interpreter Scheme

Page, D. ORCID: https://orcid.org/0009-0004-6790-2516, Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Dinneen, A. and Serratrice, L. ORCID: https://orcid.org/0000-0001-5141-6186 (2025) Exploring intercultural competence in children: the role of the Young Interpreter Scheme. Journal of Multilingual and Multicultural Development. ISSN 1747-7557 doi: 10.1080/01434632.2025.2541070

Abstract/Summary

Intercultural competence is an essential skill in today's increasing multicultural society, including in educational settings, as it facilitates effective communication and fosters inclusivity. The Young Interpreter Scheme (YIS), developed by Hampshire Ethnic Minority and Traveller Achievement Service (EMTAS), supports English as an Additional Language (EAL) learners by training their peers to provide linguistic and cultural assistance. This study examined the impact of YIS participation on primary school children’s intercultural competence using a qualitative approach. Participants were 27 Young Interpreters (YIs) and 27 control students from four primary schools in England, aged 7–11 years. Data were collected at three time points: before YI training (baseline), immediately after training (post-training), and six months later (follow-up). The analysis compared the YI group with the control group, exploring changes over time in cultural awareness, emotional sensitivity, and supportive behaviours. Findings suggest that YI training broadens children’s understanding of cultural differences and similarities, enhances their ability to support peers through both verbal and non-verbal communication, and fosters greater engagement with multicultural interactions. The study highlights the potential of structured peer-support initiatives in developing intercultural competence, highlighting the potential for the YIS to serve as a model for other schools globally.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/123693
Identification Number/DOI	10.1080/01434632.2025.2541070
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Publisher	Taylor & Francis
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