{'fraction_non_alphanumeric': 0.017937219730941704, 'fraction_numerical': 0.0064061499039077515, 'mean_word_length': 5.732758620689655, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Intercultural and Multilingual Communication in a University Environment

Abstract: This article presents the results of an analysis of the learning and management of intercultural virtual communication between students from the Republic of Greece and their lecturers from the South- West University “Neofit Rilski” in the Master‘s programme “Intercultural Education”. The focus of the study is on the use of English as a second language in the Master’s program and its impact on intercultural differences in the process of academic communication. The curriculum is reviewed and the students’ motives for choosing this program and their level of satisfaction with participation in it are identified using empirical research. The research includes 60 students enrolled in the 2021‒2022 academic year. The role of English as a lingua franca for Bulgarian teachers and Greek students is explored. Factors that contribute to difficulties and barriers in translation are elucidated. The study allows to draw conclusions about the effectiveness of the Master’s programme on the one hand; and, on the other, about the satisfaction with the multilingual and intercultural dialogue between teachers and students of different national origins who use a language of instruction that is foreign to both groups. The prerequisites for effective intercultural communication are outlined, taking into account the principles of cultural diversity. Keywords: intercultural communication, multilingual virtual dialogue, university environment, intercultural virtual communication.