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

10.4 Discussion

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The findings drawn from Data Source 6, which explored parents’ perspectives on students’ CDA and ICC development, offer valuable insights into both the strengths and shortcomings of the observed international school’s practices. Parents generally enrolled their children at the school to ensure English language acquisition and access to international qualifications, mirroring prior research which confirms language learning and global mobility as key motivators. While these expectations reflect pragmatic priorities, they also indicate that the school’s broader intercultural mission may not be a prominent factor in parental decision-making, suggesting a disconnect between institutional values and stakeholder perceptions.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although parents valued the school’s diverse environment and appreciated certain practical aspects, such as smaller class sizes and less homework, they expressed dissatisfaction with academic rigour and limited curriculum breadth. Specifically, concerns were raised about the narrow cultural scope of teaching materials, which focused primarily on British and American cultures. This limited exposure, alongside teachers’ reluctance to teach unfamiliar cultures, contrasts with the expectations of parents who advocated for a more inclusive and varied cultural education. These concerns align with findings from the classroom observations and teaching material analysis, where a clear imbalance between visible and invisible culture elements was identified.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Notably, the multicultural environment was acknowledged by parents as beneficial to students’ CDA and ICC development, particularly in fostering openness, respect, and multiperspectivity. However, this learning was perceived as largely incidental and peer-driven rather than structured through intentional pedagogical approaches. While students reportedly gained awareness, understanding, and communication skills informally, there was a lack of evidence that these competencies were explicitly taught or assessed in the classroom. Moreover, deeper components of ICC, such as critical cultural awareness and action, were largely absent from school practices, revealing a gap between intercultural aspirations and actual implementation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The parents’ openness to addressing controversial topics, including issues of social inequality, discrimination, and identity, is particularly noteworthy. Their support for deep culture exploration contrasts with the hesitations expressed by the teaching staff, indicating a misalignment between stakeholder expectations and classroom realities. However, parents also emphasised the importance of presenting such topics age-appropriately and without ideological bias—concerns that mirror established pedagogical principles for addressing sensitive content. Although strategies for handling such content exist, including balanced viewpoints and inquiry-based learning, their adoption by teachers remains inconsistent, primarily due to a lack of training and institutional guidance.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

While parents observed benefits from the school’s diverse setting, the data suggest that CDA and ICC were not consistently embedded within the formal curriculum. There was little evidence of structured lessons or programmes designed to develop these competencies systematically. Instead, ICC appeared to emerge indirectly through students’ interactions with peers from different cultural backgrounds, pointing to a need for more intentional and explicit approaches. Without targeted pedagogical interventions, such development risks remaining superficial and dependent on context rather than educational design.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The findings underscore the importance of aligning school policy, curriculum design, and teacher training with the institutional commitment to interculturalism. Schools must consider their student population and parental expectations when selecting teaching materials and shaping educational strategies. More integrative curricula and teacher training focused on CDA and ICC could bridge the current gap between the school’s multicultural promise and its classroom practices. Ultimately, a coherent and systematic approach is required to ensure that international schools fulfil their role not only as language and academic institutions, but as inclusive and critically intercultural learning environments.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave