Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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12 Implications
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12.1 Implications for the Development of CDA and ICC in the Context of English Language Education

12.1 Implications for the Development of CDA and ICC in the Context of English Language Education

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The studies conducted to address Research Question 1 at the observed school provide valuable insights into how CDA and ICC can be developed and transferred to various English teaching contexts, including second and foreign language education. Although the school followed the British National Curriculum—originally designed for native English speakers—the teachers reported adapting this curriculum and the related activities to suit their predominantly non-native English-speaking student population. This adaptation demonstrates the possibility of integrating cultural learning in a way that supports language development in English as a foreign language contexts.

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In addition, the English as an Additional Language (EAL) classes at the school, designed for students whose English proficiency levels were below the threshold required for mainstream classes, incorporated culture-related content within language instruction. These practices, observed and documented in teaching materials and syllabuses, show that developing CDA and ICC can be integrated into language learning in diverse educational settings without compromising linguistic objectives.

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The research identified a wide array of activities—such as presentations, project-based tasks, research assignments, class and group discussions, debates, games, literary analysis, compare–contrast activities, comprehension tasks, role-plays, simulations, and drama—all of which can be implemented individually or collaboratively. These activities are widely acknowledged in the literature for their value in promoting CDA and ICC (e.g., Barrett et al., 2014; Lázár et al., 2007; Liddicoat, 2004; Piątkowska, 2015; Reid, 2015; Usó-Juan & Martínez-Flor, 2008).

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The study demonstrated that these activities supported multiple components of ICC. For instance, literary texts—including fiction, nonfiction, poetry, prose, biographies, essays, journalistic texts, song lyrics, and more—from both target (English-speaking) and international (non-English-speaking) cultures were found to nurture empathy, critical cultural reflection, and awareness of social and historical contexts. Providing background knowledge enhanced students’ comprehension and cultural understanding. This reinforces the notion that literature can be a powerful tool for simultaneous language and intercultural skills development (Gómez Rodríguez, 2013).

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Moreover, research projects and presentations fostered students’ discovery and interaction skills, while compare–contrast tasks enhanced their abilities to interpret and relate cultural content. These outcomes align with the framework of ICC as proposed by Barrett et al. (2014) and Huber-Kriegler et al. (2003). Classroom discussions and debates encouraged students to embrace multiperspectivity and decentration. Role-plays and simulations developed affective skills such as empathy, helping students become more aware of and resistant to prejudice, discrimination, and stereotyping. These methods supported the development of students’ commitment to values such as equality and human dignity, as also emphasised by Byram (1997) and Barrett et al. (2014).

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An essential implication also concerns self-awareness. Students must have the opportunity to explore their own culture, norms, and values to make meaningful comparisons and think critically about other cultures. Scholars have highlighted the importance of grounding intercultural education in reflection on one’s own culture (e.g., Barrett et al., 2014; Byram & Morgan, 1994; Huber-Kriegler et al., 2003; Knutson, 2006; Liddicoat, 2004). Additionally, since English is often used as a lingua franca between speakers of various linguistic backgrounds, students should also be introduced to the cultures of non-English-speaking countries, not just those of native English speakers.

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Beyond classroom-based activities, opportunities for developing CDA and ICC can arise through extracurricular and institutional activities such as celebrations, exhibitions, intercultural events, conversation and reading clubs, online discussions, school trips, partnerships with other schools, exchange programmes, tournaments, and joint projects. The research highlighted the crucial role of multicultural environments in offering both explicit and implicit opportunities for intercultural learning. While EFL classrooms in monocultural contexts may lack this dimension, well-designed materials and thoughtfully integrated tasks can simulate intercultural encounters and help foster ICC development.
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