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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10.3 Findings
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10.3.3 The Effects on Students of studying in a Multicultural School

10.3.3 The Effects on Students of studying in a Multicultural School

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This part of the case study aimed to explore how students’ experiences in a multicultural international school influenced their adaptation, communication, and development of intercultural competence. The parents’ perspectives revealed a generally positive experience, with adaptation issues perceived as minimal and temporary, especially for those students who had already been immersed in international settings from early childhood.
 
Adaptation to the Multicultural School Environment

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All but one parent reported a smooth adaptation process for their children. Most children had transitioned to primary school from international kindergartens, maintaining both the linguistic medium (English) and peer group. This continuity helped reduce adjustment difficulties. Emma, for instance, remarked that her son’s “transition to school was easier than I expected,” a sentiment echoed by Anna, who stated, “they just moved together with the same class from kindergarten.” Even those who faced initial challenges, such as a language barrier or unfamiliar food, adapted rapidly. Mia described her son’s first encounter with an English-speaking environment as “challenging at first” but emphasised that he soon became comfortable.

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The role of teachers emerged as pivotal in facilitating adaptation. Parents praised the support their children received during the early stages of schooling, particularly in terms of orientation, emotional reassurance, and creating a welcoming atmosphere. Shannon appreciated the structured induction: “On the first day, they showed everything at school… and explained all the rules.” Others highlighted the value of emotional support and approachability, with Emma stating, “He likes to be in that supportive community… the teachers and the children gave their emotional safety.” These responses reflect parents’ trust in the school’s pastoral care and inclusive ethos.
 
Communication in a Multicultural Setting

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Parents agreed that their children communicated effectively with both peers and teachers, although they acknowledged that communication was shaped by factors such as teacher personality, student temperament, and English language proficiency. Teachers’ openness and flexibility were cited as crucial. As Shannon observed, “If the teacher is not very strict, the students can ask directly what they have in their minds.” Conversely, Mia noted that her son’s ease of communication varied depending on the level of trust he felt toward individual teachers. Emma added that emotionally charged situations could occasionally hinder communication, though “the kids learned how to communicate better” with guidance.

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Student personality was another important factor in communicative success. Anna drew a clear contrast between her two children, explaining that her extroverted daughter “could communicate with a stone,” while her son, being more introverted, took longer to engage. Parents generally agreed that early exposure to English supported communication and socialisation. Debbie noted, “They have been studying the English language from an early age… so that they can make friends easily.” Diana even equated successful communication with the absence of conflict, suggesting that her child’s smooth interpersonal relationships at school were evidence of effective communicative skills.
 
Development of Intercultural Awareness and Competence

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The interviews revealed that parents observed tangible growth in their children’s cultural awareness and ICC. They highlighted their children’s growing ability to show respect, acceptance, and curiosity towards diverse cultures. Several parents admitted that their children were more open-minded than they were, accepting cultural differences as normal. Mia remarked, “He is not thinking or looking at things from one angle… it contributes to recognising different people’s values, cultures, and even histories.” Shannon emphasised her children’s growing critical awareness, stating that they began asking “why this is like that in other cultures and why it’s forbidden for us,” reflecting both curiosity and developing multiperspectivity.

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Similarly, Anna reflected on how the multicultural environment had shifted her daughter’s sense of self-expression, noting that she dyed her hair pink—something that “would be unimaginable in Azerbaijan.” Other parents highlighted their children’s ability to respect difference, dismantle stereotypes, and engage in culturally inclusive peer relationships. As Emma explained, “He learns to respect different cultures… Sometimes people have stereotypes… they learn that’s not the important thing.”
 
Cultural Dissonance and Parental Ambivalence

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Although the overall picture was positive, one parent expressed concerns about cultural influences conflicting with their home values. Anna appreciated her children’s broadened worldview but worried about cultural practices that were at odds with her own expectations, stating, “They are getting influenced by something which does not make us happy,” citing her daughter’s appearance as an example. This perspective highlights the potential tensions that may arise when intercultural learning challenges traditional cultural norms at home.
 
Teachers as Central Agents in CDA and ICC Development

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Across the interviews, the responsibility for students’ adaptation and intercultural development was primarily attributed to the teachers, rather than school policy, the curriculum, or parental involvement. Parents consistently praised the teachers’ role in building emotional safety, modelling inclusive behaviours, and creating opportunities for interaction. This finding underscores the pivotal role of educators in fostering both CDA and ICC, a theme that resonates with earlier observations across the data sources.

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In conclusion, the parents’ accounts suggested that studying in a multicultural international school significantly contributed to their children’s development of CDA and intercultural skills. While adaptation was largely unproblematic, the quality of communication and intercultural development was closely linked to teacher attitudes, classroom environment, and students’ personal dispositions. Despite isolated concerns about cultural dissonance, parents overwhelmingly believed that their children were becoming more globally competent and empathetic—traits viewed as essential for future success in an interconnected world.
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