Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
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10.1 Introduction

10.1 Introduction

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The international dimension of schools offering globally recognised diploma and certificate programmes is often a major factor in parental decision-making, as it is believed to provide students with a broader worldview than nationally bound systems (Hayden & Thompson, 2008). As Mackenzie et al. (2003) highlight, the cultural and national diversity of the student body in international schools is frequently regarded by parents as a key advantage. Within this context, it is important to understand parents’ motivations for enrolling their children in the international school under study, particularly regarding cultural development. Specifically, this section investigates how parents perceive the development of their children’s CDA and ICC within the school environment, and to what extent their educational expectations align with the intercultural opportunities the school provides.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interviewed parents, predominantly expatriates with some local representation, shared their perspectives on how their children navigate and develop intercultural competencies in a highly diverse educational setting. They reflected on the school’s curricular and extracurricular approaches, the inclusion of culture-related themes, and the nature of student interactions across cultural boundaries — all factors contributing to the children's evolving CDA and ICC.
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