Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes

Tartalomjegyzék

• Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
• Copyright page
• Series editors’ foreword
• Acknowledgements
• 1 Introduction
• chevron_right2 Theoretical and Empirical Background
  • chevron_right2.1 Key Terms and Definitions
    • 2.1.1 Culture
    • 2.1.2 Cultural Diversity Awareness
    • 2.1.3 An Overview of Communicative Competence, Intercultural Competence, and Intercultural Communicative Competence
    • 2.1.4 Intercultural Communicative Competence (ICC)
    • 2.1.5 Multiculturalism
    • 2.1.6 English as the Medium of Instruction
  • chevron_right2.2 Aspects of Culture
    • 2.2.1 Big C culture, Little c Culture, and Deep Culture
    • 2.2.2 A Critical Approach to Culture in the Teaching of Second/Foreign Languages
  • 2.3 The Components of Intercultural Communicative Competence
  • 2.4 Teaching Culture and Developing CDA and ICC in the Teaching of English as a Second or Foreign Language
  • 2.5 Approaches and Techniques for Teaching Culture and Developing CDA and ICC in Teaching English as a Second or Foreign Language and English as a Medium of Instruction
  • chevron_right2.6 Empirical Studies on Teaching Culture, CDA, and ICC in Language Classes
    • 2.6.1 Studies on Language Teachers’Attitudes Towards Teaching Culture, CDA, and ICC
    • 2.6.2 Studies on Language Teaching Materials for Teaching Culture, CDA, and ICC
    • 2.6.3 Studies on the Practice of Teaching Culture and Developing CDA and ICC in Language Classes
• 3 Purpose of the Study and Research Questions
• chevron_right4 Research Design and Methods
  • 4.1 Research Design
  • 4.2 Data Sources, Collection Procedures, and Analysis in a Case Study Context
  • 4.3 Research Ethics and Quality Control
• chevron_right5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
  • 5.1 Introduction
  • chevron_right5.2 Research Design and Methods
    • 5.2.1 Research Context and Participants
    • 5.2.2 Research Design
    • 5.2.3 Interview Instrument and Focus
    • 5.2.4 Data Collection and Analysis
  • chevron_right5.3 Findings
    • 5.3.1 Teachers’ Attitudes Towards the Concept of Culture
    • 5.3.2 Teachers’ Perceived Attitudes Towards Culture Teaching
    • 5.3.3 Teachers’ Attitudes Towards Learning About Different Cultures
    • 5.3.4 Teachers’ Practices in Teaching Culture and Developing CDA and ICC
  • 5.4 Discussion
• chevron_right6 Teachers’ Perceived Attitudes and Practices and Students’ Responses to the Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 2: Classroom Observation
  • 6.1 Introduction
  • chevron_right6.2 Research Design and Methods
    • 6.2.1 Research Context and Participants
    • 6.2.2 Research Design
    • 6.2.3 Data Collection Instrument
    • 6.2.4 Data Collection and Analysis
  • chevron_right6.3 Findings
    • 6.3.1 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 5
    • 6.3.2 Teachers’ Perceived Attitudes and Practices and Students’ Responses in Relation to the Development of CDA and ICC in Year Group 6
    • 6.3.3 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 8
    • 6.3.4 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in Year Group 9&10
    • 6.3.5 Teachers’ Perceived Attitudes and Practices in Relation to the Development of CDA and ICC in EAL Classes
    • 6.3.6 The Students’ Responses to the Development of CDA and ICC in Terms of Demonstrating ICC Components in English and EAL Classes
  • 6.4 Discussion
• chevron_right7 The Place of Culture in Teaching Materials Used in an International School in Budapest – Data Source 3: Teaching Materials Analysis
  • 7.1 Introduction
  • chevron_right7.2 Research Design and Methods
    • 7.2.1 Research Context and Participants
    • 7.2.2 Research Design
    • 7.2.3 Data Collection Instrument
    • 7.2.4 Data Analysis
  • chevron_right7.3 Findings
    • 7.3.1 Types of Culture
    • 7.3.2 Aspects of Culture: Big C culture, Little c Culture, and Deep Culture
    • chevron_right7.3.3 The Components of ICC
      • 7.3.3.1 Components of Intercultural Communication in the Year 5 Materials
      • 7.3.3.2 Components of Intercultural Communication in the Year 6 Materials
      • 7.3.3.3 Components of Intercultural Communication in the Year 7 Materials
      • 7.3.3.4 Components of Intercultural Communication in the Year 8 Materials
      • 7.3.3.5 Components of Intercultural Communication in the Year 9 Materials
      • 7.3.3.6 Components of Intercultural Communication in the Year 10 Materials
    • 7.3.4 Analysis of the Guidance for Teachers
  • 7.4 Discussion
• chevron_right8 Analysis of the Approach of the School to the Development of Cultural Diversity Awareness (CDA) and Intercultural Communicative Competence (ICC) in the English Curriculum, Syllabuses and Official Documents – Data Source 4: Document Analysis
  • 8.1 Introduction
  • chevron_right8.2 Research Design and Methods
    • 8.2.1 Research Context and Participants
    • 8.2.2 Research Design
    • 8.2.3 Data Collection Instrument
    • 8.2.4 Data Collection and Analysis
  • chevron_right8.3 Findings
    • 8.3.1 Analysis of the School Curriculum
    • 8.3.2 Analysis of the Syllabuses for English Classes Followed in KS2
    • 8.3.3 Analysis of Syllabuses for English Classes in KS3
    • 8.3.4 Analysis of Syllabuses for English Classes Followed in KS4
    • 8.3.5 Analysis of the Official School Documents
  • 8.4 Discussion
• chevron_right9 The Students’ Views About the Development of their Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 5: Interviews with the Students
  • 9.1 Introduction
  • chevron_right9.2 Research Design and Methods
    • 9.2.1 Research Context and Participants
    • 9.2.2 Research Design
    • 9.2.3 Data Collection Instrument
    • 9.2.4 Data Collection and Analysis
  • chevron_right9.3 Findings
    • 9.3.1 The Students’ Perceived Attitudes to Different Cultures
    • 9.3.2 The Students’ Perceived Knowledge and Understanding of Different Cultures
    • 9.3.3 The Students’ Perceived Skills of Interpreting, Relating, Discovery, and Interaction
    • 9.3.4 The Students’ Critical Cultural Awareness/Political Education and Action
  • 9.4 Discussion
• chevron_right10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
  • 10.1 Introduction
  • chevron_right10.2 Research Design and Methods
    • 10.2.1 Research Context and Participants
    • 10.2.2 Research Design
    • 10.2.3 Data Collection Instrument
    • 10.2.4 Data Analysis
  • chevron_right10.3 Findings
    • 10.3.1 The Parents’ Reasons for Sending Their Children to an International School
    • 10.3.2 The Parents’ Expectations Concerning International Schools
    • 10.3.3 The Effects on Students of studying in a Multicultural School
    • 10.3.4 Teaching and Learning Cultures
    • 10.3.5 Parents’ Perception of ICC Components
    • 10.3.6 Aspects of Other Cultures
  • 10.4 Discussion
• 11 Overall Conclusions
• chevron_right12 Implications
  • 12.1 Implications for the Development of CDA and ICC in the Context of English Language Education
  • 12.2 Implications for Critical Culture Teaching and the Development of CDA and ICC in the Context of English Language Education
  • 12.3 Implications for Developing Language Teachers’ Attitudes and Practices in Relation to Teaching CDA and ICC
  • 12.4 Implications for Designing English Teaching Materials for Teaching Culture and Developing Intercultural Competence and Critical Cultural Awareness
  • 12.5 Implications for Designing and Selecting Curricula Focused on Culture Teaching and the Development of Intercultural Competence and Critical Cultural Awareness
  • 12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language
• 13 Limitations
• chevron_right14 Suggestions for Further Research
  • References
  • chevron_rightAppendices
    • Appendix A: An Interview Schedule for Schoolteachers
    • Appendix B: Teaching Materials Analysis Criteria
    • Appendix C: A Copy of Teaching Guidance
    • Appendix D: A Copy of Teaching Guidance
    • Appendix E: A Sample Syllabus of Year 5
    • Appendix F: A Sample Syllabus of KS3
    • Appendix G: School Documents Analysis Criteria
    • Appendix H: An Interview Schedule for Students
    • Appendix I: An Interview Schedule for Parents

Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2025

ISBN: 978 963 664 168 9

DOI: 10.1556/9789636641689

Sorozat: Alkalmazott nyelvészet a 21. században - Applied Linguistics in the 21st Century

ISSN: 2786-0914

Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható.

This monograph examines how Cultural Diversity Awareness (CDA) and Intercultural Communicative Competence (ICC) can be meaningfully developed in English language education. Centred on an in-depth qualitative study conducted at an international school in Budapest, it investigates teaching practices, classroom interactions, and the cultural content of curricula and materials. Drawing on Byram’s (1997) model of intercultural competence and critical pedagogy, the book highlights both challenges and opportunities for advancing critical culture teaching in language education. It offers practical insights for educators, teacher trainers, and policymakers seeking to promote culturally responsive pedagogy, democratic values, and critical thinking. By integrating perspectives from teachers, students, and parents, the book positions culture teaching as a core component of English language education and a key contributor to preparing learners for effective intercultural communication in multicultural settings.

Hivatkozás: https://mersz.hu/dogan-ger-developing-students-cultural-diversity-awareness-and-intercultural-communicative-competence-in-english-classes//