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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10.3.6 Aspects of Other Cultures

10.3.6 Aspects of Other Cultures

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The final question explored the aspects of other cultures that the participating parents wished their children to learn about. Their responses largely referred to little c culture, including holidays, customs, communication styles, and family relations. Several parents emphasised the value of learning about familial and societal relationships that could not easily be found online. For instance, Anna noted, “We come from a society where everyone in the family will be interested in the repair cost of our apartment… so something like the concept of the extended family and this social communication in the family, and individualism, which is dominant in Western Europe.”

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Similarly, Diana suggested children should explore interpersonal dynamics that differ across regions: “The relationships inside the family are supposed to be different than in Serbia: for example, the difference between a wife and husband, and how children behave with their parents and grandparents.” These parents seemed especially interested in contrasting communal and individualist cultural traits.

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Emma proposed that culture teaching could be more meaningful through experiential activities: “They could have more personal extracurricular classes where the kids talk about themselves and their personal experiences.” Celebrations and cultural rituals were also appreciated, as they were seen as engaging and memorable for young learners.

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A few parents called for more attention to cultural symbols, including clothing, to foster understanding and acceptance. Debbie remarked, “Why do they wear certain clothes, like a headscarf? Just to understand and accept; no matter where we are from or what we believe, we are human beings with the same feelings.” Mia expanded the cultural landscape further, mentioning “history, geography, lifestyles, holidays, festivals, and even the education and health systems.”

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While elements of both big C and little c culture emerged, it was the latter—daily life, social norms, and human relations—that parents prioritised. Many felt that topics typically categorised as big C culture could be self-studied, but little c and deep culture required guided classroom engagement. The comparison with teacher interviews showed a mismatch: while teachers showed interest in little c culture privately, their practice mainly included big C culture content. They also avoided deep culture elements, especially controversial topics.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

This gap between the parents’ expectations and the teachers’ classroom practices reinforces earlier findings. It highlights the need for stronger communication and collaboration between both groups to ensure students are exposed to a broader, more inclusive range of cultural perspectives—especially those that develop empathy, openness, and critical cultural understanding.
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